The study is a conceptualization of cognitive apprenticeship model of teaching and learning applied to the teaching of philosophy. The study described how cognitive apprenticeship instructional strategies can be applied to facilitate rapid learning of philosophy of education course by especially non-specialized (in philosophy) students. The article united the cognitive apprenticeship model with traditional Apprenticeship-learning techniques and classroom experiences of teachers and students. The result of this amalgamation is an educational approach that consists of four dimensions; content, method, sequencing and the sociology of a learning environment and offers practical guidelines for developing and implementing philosophy sessions. The study systematically reviewed background concepts, applications and research findings of CA and demonstrating them as reflected in achievements, prevailing practices and literature. The study focused on the method dimension, the proposed model includes instructional and learning strategies such as think aloud modeling, coaching, meta cognitive scaffolding, articulation, reflection, and exploration along with the sociology of learning design elements as ingredients for designing cognitive apprenticeship learning environments for philosophy. The result of the study proposes a cognitive apprenticeship model for philosophy instruction. It incorporates CA instructional strategies along with a situated learning environment. The paper concludes with the charge for an integrative review of the state of research in this area, for a more systematic approach and coordinated program of studies working toward the development, advancement and implementation of guiding principles to support instructional systems design and pedagogy based on the underlying theories and prevailing practices of cognitive apprenticeship.