This research used a correlational design to describe and test the linear relationship between teachers' perceptions of teaching students' thinking skills and their skills when constructing HOTS lesson plans. The participants were 27 PE teachers undergoing in-service training in the Teacher Professional Education Program. Data on teacher perception variables about teaching thinking skills were collected using the Teachers' Classroom Practices for Teaching Thinking Scale developed by Dilekli & Tezci (2019). Meanwhile, the researcher collected HOTS lesson plan variable data from teacher documentation data, which was then assessed using the HOTS instrument and rubric developed by Suwarma & Apriyani (2022). The two variable data were analyzed descriptively and tested for correlation (Pearson) using the SPSS application. As a result, there is a significant linear correlation between the two research variables. The higher the teacher's perception of teaching students' thinking skills, the better the teacher integrates HOTS into his lesson plan (effective contribution of 15.6%). Schools and the government need to upgrade teachers with information as well as conceptual, procedural and metacognitive experience regarding effective learning, mastery and loyalty to the implementation of the Independent Curriculum so that teachers have the initiative and capacity to design lesson plans based on 21st-century skills credibly and sustainably.