The aim of this study is to investigate the development of different reasoning abilities among Bruneian physics students after undergoing one year of Cambridge International Advanced level (‘A’ level) program. This particular study administered pre and post questionnaires, namely, verbal critical reasoning, spatial ability and abstract reasoning. These questionnaires were distributed among ‘A’ level physics students from four out of six, form six centers. There were 173 students (73 male and 100 female students) who participated in the study. The pre-test were administered at the beginning of the year (February) before the students officially started their ‘A’ level course. The post-test was conducted towards the end of the year, which was in November, after they sat for their final year examination. Each school agreed to a specific date to administering the pre and post-test. The test papers were collected at the end of the each session. During the pre-test, there were 391 students involved in the study. However, there were only 173 students who sat for both pre and post-test. Students who had not sat for the post-test were not included in the data analysis of this study. The consent form and the three tests were bundled together and were given identification number. The identification number were coded accordingly to the students’ name which can be found in the consent form. This is the coding procedure to ensure anonymity of the students. The same procedure was also applied during the post-test session. Non-parametric tests (i.e. Wilcoxon Signed-Rank Test and Mann Whitney U) were conducted on the pre-test and post-test score of verbal critical reasoning, spatial ability and abstract reasoning and their corresponding gain scores due to violation of normality and presence of outliers in the data. A Wilcoxon signed-rank test showed that over the span of a year upon the exposure of doing ‘A’ level programme, there is a significant difference in the spatial reasoning score from the pre-test (Mdn = 35) to the post-test (Mdn = 38), Z = 5.85, p < .001, r = .45. A Wilcoxon signed-rank test showed that over the span of a year upon the exposure of doing ‘A’ level programme, there is a significant difference in the abstract reasoning score from the pre-test (Mdn = 14) to the post-test (Mdn = 15), Z = 6.81, p < .001, r = .52. On the other hand, for abstract reasoning pre-test score, Mann Whitney U test indicated that the male students (Mdn = 15) performed better than female students (Mdn = 13), U = 2969, p = .036, r = .16. While for the post-test score, male students (Mdn = 16) also performed better compared to the female students (Mdn = 15), U = 2941, p = .029, r = .17. Thus for this particular sample, there is an increase in students’ abstract reasoning abilities and spatial reasoning abilities. A further investigation might be needed in exploring the reasoning abilities scores of the students with their ‘A’ level result to make a stronger claim for this study.