This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also known as Thinking Science, is an evidence-based program that has been put through the academic scrutiny of research in many different contexts and countries and has stood the test of time (McCormack, Finlayson & McCloughlin, 2014). Thinking Science consists of 30 lessons delivered to Year 7 and 8 students. The program is comprised of a theoretical basis, a set of resources, and a teacher professional development program. The Thinking Science Australia program is already being implemented in Australia, particularly in Queensland and Western Australia. In both states, there are support networks and resources available to enable schools to implement the program using a best practice professional development model. This article discusses the following topics: the unique parts of a Thinking Science lesson, how teachers are "different" in a Thinking Science lesson, why the elements of a Thinking Science lesson are important, the Thinking Science professional development program in Australia, the components of effective professional development, and research that has been done on the Thinking Science professional development program.