Three basic models of instruction were investigated from the perspectives of thinking skills research. They were the generic model, in which thinking are taught to students in as context - free an environment as possible; the embedded model, in which thinking are taught to students together with content; and the immersion model, in which content alone is taught to students. The generic model is intended to foster transfer of thinking across domains through a deductive process. The embedded model is intended to raise the level of understanding of doth skills. The immersion model is intended to heighten students’ interest in the ideas of content material and promote learning of thinking through an inductive process. A review of the literature indicates that the generic model does not succeed in promoting transfer across domains. It does, however, make abstractions clear to students. The embedded model does succeed in raising the level of understanding of skill. It makes no attempt to promote transfer across domains. The immersion model appears to succeed not only in raising students interest in ideas but also in promoting transfer across domains. It does, however, make abstractions clear to students.