This paper describes the evolution of a graduate program in education called "Cognitive Development and Teaching Strategy." The thesis of the course is that developmental theory offers insights which can help teachers create a "thinking environment" in their classrooms. Each successive version of the course exemplified a different view of the relationship between theory and practice and the most effective way to help teachers integrate these two sources of knowledge. The first version of the course is referred to as "translation" or how to translate and apply theory. The second version, which developed from a feeling that the first was inadequate, was characterized as the "disequilibrium" model, in which the instructor tried to change thinking by creating cognitive dissonance in order to stimulate critical reflection about teaching thinking. The third version, still in its developmental stage, is based on the concept of the "design studio" in which instructor and students work together as reflective practitioners. Teaching is the central focus; theory contributes to discussion in response to questions raised by the problems of practice. (JD)