ABSTRACT T he present study aimed at developing the chemistry curriculum of the secondary stage at Saudi Arabia Kingdom in the light of STEM Approach. To achieve this aim, a list of the criteria that should be presented in the secondary stage, chemistry curriculum in light of STEM Approach was prepared. Content analysis of the curriculum was done. This analysis showed failure in the present chemistry curriculum represented in the Geometric design criteria,  the integration of STEM criteria, the objectives, activities, content, strategies, material, instruments, technological equipment, and evaluation means as they should be there in the STEM Approach. According to these findings, a perspective to develop the chemistry curriculum of the secondary stage in the light of STEM Approach was suggested. Therefore, two units (electro chemistry) and (bio-organic compounds ) were selected and applied on a sample of third year secondary stage students to detect to what extent they are effective in developing higher thinking skills and creative thinking skills. A sample of (72) students were divided into an experimental group (36) students who studied the developed units and a control group (36) students who followed the traditional method. Instruments of the study were a test in higher order thinking skills that measured (analysis, synthesis, and evaluation), and another test in the creative thinking skills to measure levels of ( fluency, flexibility, and originality ). Application of the pre-post tests on both groups showed a statistical significant difference at 0.05 level between means of scores of the experimental and control group students in the post test application and a statistical significant difference at 0.05 level between means of scores of the control group students in the pre and post application of the  higher order thinking skills test as a whole and in each individual skill in favor of the post application. There was also a statistical significant difference at 0.05 level between means of scores of the two groups in the post application of the creative thinking test as a whole and in each individual skill in favor of the experimental group There was also a statistical significant increase and strong correlation at 0.05 level of significance  between means of scores  of the experimental group on the post application of the higher order thinking skills test and their scores on the post application of the creative thinking test. This means that when students' scores increased in the higher thinking skills test, their level in creative thinking increased