This paper reviews critically four studies on teacher thinking as conducted at the Center for Instructional Psychology, University of Leuven, Belgium. The four empirical studies were: (1) a process analysis of teaching; (2) subjective problems of student teachers while teaching; (3) context variables during lesson planning; and (4) post-interactive reflections of teachers. The critiques present discussions on the following elements of the studies: (1) data from the literature; (2) data from the descriptive-empirical research; (3) research methodology used in the study; and (4) results. Included in the discussion are analyses of the cognitive processes of teachers in the pre-active (planning) phase, the interactive phase; and the post-interactive phase of teaching a unit of study. A discussion is presented of results of the four studies grouped into categories: (1) substantial results; (2) methodological questions; and (3) theoretical value of the studies. Seven pages of references are included. (JD)