Traditionally, problem-solving strategies in high school are used for solving quantitative problems and not for tasks requiring the construction of explanations or for predictions. Qualitative problems such as the ones in the FCI are considered as “one-step” problems that do not require the use of a strategy. The present paper suggests that this assumption is unjustified and that a combination of a useful conceptual framework with a qualitative problem-solving strategy can bring ninth-grade students to impressive achievements in explaining and predicting phenomena in comparison to achievements of senior high school students in advanced physics courses. In addition, this empowerment of students and teachers led to a positive change in attitudes and confidence. We suggest that the success of this method stems from several factors:

1. The conceptual framework that emphasizes the “system's approach” and uses the interaction concept.

2. The qualitative approach that does not employ any mathematical tools, yet leads to a traditional physical description (like a force diagram).

3. The characteristics of the strategy and the procedures:

• Visual representations: block diagrams, interaction tables, force diagrams.

• The division of the problem-solving process into simple steps.

4. The tasks dealing with authentic situations that are familiar and relevant to the students.

5. The “physics with a smile” approach that employs practice cards with user-friendly drawings (see Figs. 1-2) and makes the subject of physics less threatening.

This approach is already being adopted in many ninth-grade classrooms in Israel. Modest beginnings show that teaching with this method in the ninth grade increases the number of students who choose physics in senior high school and improves their standard problem-solving skills. Introducing the qualitative approach in the ninth grade can function as a foundation and basis for the quantitative treatment in later years. The approach can also be integrated into the teaching of physics in senior high school before introducing quantitative problem solving.