This study examines the effects of teaching Linkage and Problem Translating Skills on students' problem-solving performance and their learning of the five cognitive variables namely, Concept Relatedness, Idea Association, Problem Translating Skill, Non-Specific but Relevant Knowledge and Specific Knowledge. Seventy three Grade 9 (Secondary 3) chemistry students in Singapore were involved in this study. The topic for the study was Mole Concept in chemistry. A quasi-experimental design with pre- and post-test measurements was employed. The explicit teaching of Linkage and Problem Translating Skills (treatment), as a teaching problem-solving strategy, and a traditional teaching method (control), were respectively conducted. The results of the study showed that the teaching of the linkage and problem translating skills had improved the students' problem-solving performance and chemistry knowledge. (Contains 1 figure and 8 tables.)