Problem solving is the ability to combine previously learned principle, procedures, declarative knowledge, and cognitive strategies in a unique way within a domain of content to solve previously unencountered problems. Problem solving tasks can be simple or complex. Problem solving is simpler when fewer pirnciples must be considered. Problem solving differs from principle learning because problem solving requires the selection and combination of multiple principles in order to solve a problem, rather than a single principle. To solve problems, learners must search their long-term memory for relevant principles, knowledge, and strategies that might apply to this problem. The purpose of this study is to review and analyze Smith & Ragans' instructional strategies for problem solving learning. They introduced four components of cognitive processing in problem-solving: problem representation, solution planning, solution implementaion and solution evaluation stage. They concentrated on instructional events for problem-solving learning which are consisted of four steps. They are introduction, body, conclusion and assessment steps. Each step has a number of instructional and learning activities. Although research has clarified to some degree how people solve problems, many remain as to the qualities of instruction required to teach people to solve problems.