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ABSTRACT There has been urgent need to promote intellectual development in schools, especially in this age of technological challenges and multicultural world. This begins with teachers but most teachers are inadequately prepared for this task. This book therefore, seeks to provide ways pre-service teachers can be trained in thinking skills so that they can extend it to their students. Data collected from interviews, observation and materials are analyzed using lower-higher level dichotomy. The book reveals that teaching strategies employed by teacher trainers, classroom environment, administrative issues like students recruitment, large class sizes, staff development and examinations, nature of the school system school/culture of the society and teaching documents do not support the enhancement of thinking and that there should be collaborative effort among all who are involved in the preparation of teachers to promote better thinking. This book is meant for teacher trainers but it will be beneficial to practicing teachers and parents who will want to promote better thinking in their learners and children respectively.