The inclusion of thinking skills in Religious Education as an intentional pedagogical emphasis encourages depth of understanding as students explore theological concepts in the curriculum. The aim of this research was to investigate the ways in which teachers of Years 4-6 incorporate a pedagogy of thinking skills into Christian Studies lessons, and explore their perceptions of the intended and unintended outcomes. Therefore, the literature review focused on research into the nature of thinking skills and their application in the classroom. Using a constructivist paradigm, the investigation involved interviewing four teachers in Australian Lutheran schools about their understanding of the skills involved in thinking, which in turn, provided insights on their practice. Responses to questions were analysed in terms of language specific to pedagogy of thinking skills [skills and strategies]. The findings suggest that teachers found benefits from the intentional inclusion of a pedagogy of thinking skills in Religious Education lessons as a way of building empathy and developing a deeper understanding of the curriculum. Whole school practices and professional development supported the inclusion of these initiatives across key learning areas. The findings in this paper provide an opportunity for collegial discussion and reflection on current teaching practice with the recommendation of intentional use of a pedagogy of thinking skills in Religious Education in a Lutheran setting, with possible application in other contexts.