Abstract: The current research aimed at investigating the effect of utilizing SCAMBER Strategy to develop reflective thinking skills and maintaining the learning ffect among the first year preparatory stage students in the science subject. The research adopted the descriptive design to survey the related literature, and the quasi-experimental designto survey the effect of the strategy. To collect data, two instruments were used: a reflective thinking test and an academic achievement test. The participants were (78) first year preparatory stage students. They were divided into two groups: experimental group (39) and control group (39). The results of the research revealed that: (1) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control one in the post administration of the reflective thinking skills test as a whole and in its sub-skills favoring the experimental group. (2) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the reflective thinking Test as a whole and in its sub-skills favoring the post-administration. (3) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control on in the post administration of the academic achievement test as a whole and in its sub-skills favoring the experimental group. (4) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the academic achievement test as a whole and in its sub-skills favoring the post-administration. (5) there was a strong positive relationship between the mean scores of the experimental group in the post administrations of the reflective thinking skills test and the academic achievement test.