This thesis explores the ways in which two mathematics teachers interpreted and implemented thinking-focused pedagogy in their respective classrooms. The teachers worked in two different types of secondary schools - an upgraded high and a traditional high school - the former situated in rural Jamaica and the latter situated in the capital city, Kingston. The fieldwork was conducted using a qualitative case study and took place during the period September 2002 to August 2003. Based on data obtained from classroom observations, interviews and videotaped recordings, the thesis describes the classroom practices of the two teachers and the reactions of the students to the teachers' pedagogies.