The concept of thinking styles and its relationship to schooling has been a focus of intellectual curiosity for sometimes now. This book explains the relationship between two common continuums of thinking styles scales, and between these and academic performance; basing on the research experience done in Tanzania. The book informs how the constructs of the two continuums of thinking styles share certain degrees of underlying similarities and calls for education planners and stakeholders in the community to incorporate reflective and deep thinking styles in teaching and learning process.