This chapter presents approaches to situated cognition and cognitive apprenticeship learning. It pertains to “learning science,” a theory that explains how learning happens in the context of learners working together with a specialist, master, or coach in an environment. Empirical and theoretical developments in learning sciences have led to the emergence of situated cognition, which assumes that cognition is fundamentally a social activity and is distributed across members of a learning community and that knowledge is situated in social, cultural, and physical contexts in which it is produced and used (Brown, Collins, Duguid in Situated cognition and the culture of learning 18(1):32–42, 1989; Lave and Wenger Situated learning: Legitimate peripheral participation, Cambridge University Press, 1991). Cognitive apprenticeship learning reflects situated learning theory (Collins, Brown, Holum in Cognitive apprenticeship: Making thinking visible 15(3):6–11, 38–46, 1991; Rogoff in Apprenticeship in thinking: Cognitive development and social context, Oxford University Press, 1990). The notion of apprenticeship has been influential in teaching and learning throughout history. Nonetheless, in education, there has been a move from traditional apprenticeship to cognitive apprenticeship. Focusing on cognitive skills and process rather than only physical skills development, using skills in varied contexts rather than only the context of their use, and using structured rather than entirely naturalistic opportunities for skill development differentiate cognitive apprenticeship from traditional apprenticeship. In this chapter, we report four dimensions of cognitive apprenticeship for designing a learning environment: content, method, sequencing, and sociology (Collins, Brown, Holum, in Cognitive apprenticeship: Making thinking visible 15(3):6–11, 38–46, 1991). This chapter also presents a framework of cognitive apprenticeship learning that includes six processes teachers would use to promote student learning: modeling, coaching, scaffolding, articulation, reflection, and exploration (Collins, Brown, Holum in Cognitive apprenticeship: Making thinking visible 15(3):6–11, 38–46, 1991). In this chapter, we framed design thinking methodology from a cognitive apprenticeship perspective with these four dimensions and six processes of cognitive apprenticeship learning (Brown in Change by design: How design thinking transforms organizations and inspires innovation, Harper Collins, 2009; Cross in Design thinking: Understanding how designers think and work. Oxford: Berg. Dewey, J. (1938). Experience and education. New York: MacMillan, 2011). We believe that pedagogical practices of cognitive apprenticeship and strategies like design thinking (Cross in Design thinking: Understanding how designers think and work. Oxford: Berg. Dewey, J. (1938). Experience and education. New York: MacMillan, 2011) would help teachers to make key aspects of thinking visible to students (Cakmakci in Australian Journal of Teacher Education 37:114–135, 2012; Collins, Brown, Holum in Cognitive apprenticeship: Making thinking visible 15(3):6–11, 38–46, 1991). Besides, avenues of how new technologies like Artificial Intelligence (AI) would facilitate situated cognition and cognitive apprenticeship learning need further exploration.