The purpose of this article is to present an empirically based instructional method to improve higher-order thinking strategies. The method employs computer-managed simulations that present contextually meaningful problem situations that require students to prepare solution proposals. The simulation assesses the proposal and offers the students the consequences of their decisions while also iteratively updating the situational conditions. This type of simulation, unlike conventional simulations which are used for acquisition of knowledge, is problem-oriented, requiring the students to fully employ their knowledge base by generating solutions to domain-specific problems. Thus, the focus of problem-oriented simulations is to improve student cognitive abilities employed in the service of recall, problem solving, and creativity.