The purpose of this study is the influence of problem solving education pattern on thinking styles of Isfahan high school girl students. This research is semi-experimental with scheming pretest-posttest and follow-up control. The studied statistical population was all of the high school students of Isfahan which among them 30 people were chosen by random cluster multistage method and randomly took part in two experimental groups and control equally. Thinking styles test were applied as pretest, posttest and follow-up. Problem solving teaching performed in 8 weeks for experimental group and evidence group did not take any teaching. Data were analyzed by variance analyzing method and repeating measurements. Average points of thinking styles in experimental group triables improved in the moment and two month after interference in comparison to evident group. Regarding to this educational pattern’s effect and stableness, using problem solving education in several education and research categories of students is recommended.