The aim of this research is to examine the effects of skill-based mathematics questions on the thinking skills of both teachers and students. Semi-structured interviews were conducted with eight teachers working in Kayseri during the 2023-2024 academic year. The obtained data were analyzed using content analysis. The interview questions were designed to investigate the effects of teachers' skill-based teaching practices, classroom environments, assessment methods, and student achievement.The results indicate that teachers employ strategies that encourage students to think critically, develop their critical thinking skills, and support collaborative learning. Additionally, it has been determined that skill-based questions create a strong connection with learning outcomes, making mathematics more meaningful in real life and ensuring lasting learning. This teaching approach is emphasized for its role in enhancing students' mathematical thinking skills and assisting them in solving problems encountered in everyday life.