A commonly accepted taxonomy of cognitive skills, Bloom's Taxonomy, puts analysis and synthesis near the top, with straightforward knowledge and comprehension at the bottom. Typical Computer Science curriculum discussion, though, usually focuses on which concepts to teach when, not on how to rank concepts or teaching methods for level of difficulty in terms of cognitive skills. This paper presents experiences of applying these ideas to teaching three very different Computer Science courses. These experiences suggest that taking Bloom9s Taxonomy into account in course design is worthwhile.