One way to arouse student interest and curiosity about course content is to enable students come across with counterintuitive problems. Counterintuitive physics problems (CIP) are those that yield solutions away from students' expectations or away from students' predictions. This research has investigated the effects of CIP questions on physics achievement at high school level. In this experimental study, pretest-posttest design, with control group, was used. The research, in which three randomly defined groups of student participated, was performed at an International School in Uzbekistan. During the 6-week study with 48 students, one group received the strategy instruction while the other two groups acted as control groups. In this study, teaching with CIP questions and traditional instruction methods were used. At the beginning of the research, a physics achievement test (Cronbach's Alpha = .88) and counterintuitive physics problems related to Newton's laws were developed. Groups were compared with the data gathered by post-tests. The lessons carried out along with CIP questions have been found more interesting and was more effective on physics achievement.