Design-thinking is a specific design practice that aims to foster innovation, and allows people to have confidence in their creative ability. Design-thinking techniques and strategies are understood to have an important role in design education process, and they have been used for educational purposes at secondary and post secondary levels. However, interaction design-thinking techniques and practices to date have had less prominence within formal secondary education, and no systematic framework has been introduced in order to guide educators towards incorporating those techniques and practices into their curriculum. Through a set of detailed case studies, this study addresses a gap in the secondary school education by examining the notion of interaction design thinking in curriculum design of an after school course, and evaluate the impact of it on students’ creative thinking and problem solving abilities.