This paper addresses issues in integrating higher order thinking into the general curriculum. Data are based on a series of telephone interviews conducted in April and May 1992 with six leading thinkers in educational reform. They included: (1) Michael Apple, John Bascom Professor of Curriculum, Instruction, and Educational Policy Studies at the University of Wisconsin, Madison; (2) Sharon Johnson, teacher-leader at Horizon High School (Alamo District, Colorado); (3) Gaea Leinhardt, senior scientist at the Learning Research and Development Center at the University of Pittsburgh; (4) Dan Liston, associate professor at the University of Colorado, Boulder; (5) Fred Newmann, professor of curriculum and instruction at the University of Wisconsin, Madison; and (6) Ted Sizer, director of the Coalition of Essential Schools. The participants discussed problems in defining "higher order thinking" and policy implications. Two models of higher order thinking were briefly described: the Re:Learning program at Capital High School in Santa Fe, New Mexico, and an innovative program at Horizon High School in Thornton, Colorado. Participants concluded that higher order thinking should be more than just a set of skills and that reform programs should provide opportunities for students to apply their knowledge to the real world. Higher order thinking classrooms may not look much different from traditional classrooms. However, reform must change not only procedures, but the depth of conversations in classrooms. Finally, educators must not ignore the issue of replicating inequalities in the classroom. (LMI)