The research aimed to develop some probing thinking skills and psychological flow among first-year secondary school students. In order to achieve this, a proposed teaching model was designed based on the principles of cognitive flexibility theory for teaching chemistry. The research sample was randomly selected from (60) first-year students. Secondary school in one of the government schools affiliated with the Abu Hammad Educational Administration in Zagazig. The two research tools were the probing thinking skills test (prepared by the two researchers), and the psychological flow scale (prepared by the two researchers). The research relied on an experimental design with two experimental and control groups, and the two research tools were applied to the experimental and control groups. Preliminarily, then the third chapter (Solutions - Acids and Bases) in chemistry in the first year of secondary school was taught using the proposed teaching model for the experimental group, while the same content was taught to the students of the control group in the usual way. After completion, the two research tools were applied post-hoc, and the results indicated superior grades for the group’s students. The experiment in the post-application compared to the pre-application with psychological flow, as well as the students of the experimental group outperformed the students of the control group in probing thinking skills. It also resulted in the effectiveness of the proposed teaching model based on the principles of cognitive flexibility theory in developing specific probing thinking skills and psychological adjustment. The research presented its recommendations. And his proposals in light of the results reached, including interest in preparing and designing teaching models used in the educational situation in light of the principles of cognitive flexibility theory in teaching at the secondary stage. Keywords: principles of cognitive flexibility theory, some probing thinking skills, psychological flow.