This study investigated how inservice teacher education on teaching thinking skills affected teachers' self-reported thinking behaviors and teaching style, focusing on similarities and differences among teachers in the U.S. and Costa Rica. A group of 28 experienced U.S. public school teachers completed 2 different 5-day training sessions in cognitive strategy instruction and in methods of mediated learning, and a group of 12 Costa Rican public school teachers received similar training. Teachers then systematically implemented cognitive strategy instruction at least twice a week for a year. They also included metacognitive discussion with their students. After 1 year, teachers were asked to answer questions on how they approached problem solving differently and what they were doing differently as teachers as a result of teaching thinking skills. Results indicated that important self-perceived changes occurred in the teachers as a result of the training, both for themselves as adults and for their general teaching styles. The training had overall similar outcomes on both groups, but the perceived effects on themselves differed between the groups. (Contains 11 references.) (SM)