When Papert [1980] wrote his book "Mindstorms" he stimulated a wide range of research in different fields. The present research is continuing this exploration by concentrating on procedural thinking. The study focuses on the cognitive requirements that are necessary to think procedurally and on the application and teaching of procedural thinking. What follows is the introduction, describing Papert's theory and its links to current research. Current research is also discussed and is grouped under a range of headings. This provides a framework for a definition of procedural thinking. The introduction also attempts to elicit from current research the possible cognitive areas necessary for procedural thinking. Tests are carried out in a further education college with students who have special needs to elicit if the Logo programming language does effect an improvement in the student's procedural thinking. The study significantly identifies a link between cognitive skills [non-verbal and flexibility] and procedural thinking. The study also identifies students who have made no significant progression in the procedures of arithmetic calculation after being exposed to Logo. Consideration of the best approaches for the teaching of procedural thinking are also considered with the view that an all school policy may be the best approach.