Two Grade 10 classes in an urban Jamaican high school were taught over a period of one academic year in two problem-solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem-solving test, or on the Reasoning Profile (i.e., the problem-solving profile) of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic Proficiency papers on the tasks measuring recall and algorithmic thinking, but only moderately better than the population on tasks measuring problem solving.