To assess the impact of including design thinking within the work and technology curriculum on students’ mental habits, a semi-experimental study with pre- and post-tests was conducted. Participants in the study were junior high school students totaling 120 in six classes across all three grades. One of the two classes of each grade was taught utilizing design thinking. The data on students’ mental habits were collected using a translation of a known questionnaire with acceptable validity and reliability. However, the internal consistency of the translation was calculated to be 0.85. Covariance analysis of the collected data revealed that the experimental groups across all grades exhibited improved mental habits and the inclusion of design thinking in the curriculum can help students with habits such as problem solving, creative thinking, critical thinking, lifelong learning, flexibility in thought and behavior, empathy, and mutual understanding.