Abstract
High order thinking skills (HOTS), in Bloom's taxonomy, involving a cognitive process of analyzing, evaluating, and creating can be reflected in students' skills in creative thinking and problem-solving, collaborating, and communicating.Many have researched how HOTS-based teaching and learning activities in formal education settings, but not many studies on HOTS were conducted in informal education settings.This study aims to investigate the implementation of HOTS in English for Young Learners (EYL) Classes at a community learning center in West Nusa Tenggara.This is qualitative research and data were collected by interviewing five teachers as participants of the study who were selected purposively.Content analysis was used to analyze the data.The findings highlight that despite unfamiliarity with the term HOTS in Bloom's frame, the teachers have implemented HOTS-based English teaching and learning activities.The recommendation is that HOTS should be interpreted more flexibly depending on the context and convenience of the teachers so that it would not become counterproductive.