This paper introduces Ladders of Learning (LLs) as a tool for structuring learning content and the teaching process in a transparent way for students. Learning material for a LL for Bohr's atomic model was developed by cooperation between chemistry teachers and university researchers and implemented in grade-eight chemistry classes. For evaluating the effectiveness of LLs, a mixed method research study was conducted. In a quantitative pre-post study, students' cognitive and affective outcomes were investigated by questionnaires and compared to the results of a control group. In addition, semistructured interviews were conducted to analyse students' views on the LL. The results of the quantitative data analysis showed positive effects of the LL on students' learning achievement and their interest in chemistry. The results from the qualitative data analysis confirmed these positive findings. However, students' feedback indicated differences between the views of high-performing students and students with a lower performance in chemistry. Overall, the results of the study emphasize the relevance of structuring as a variable of teaching quality.