Major recent global challenges have highlighted the increasing importance of education systems fostering children’s skills for adaptability and capacity for responding to change. Competences such as creativity, innovation and problem solving could be particularly valuable, but in countries like Rwanda little is currently known about how schools and teachers nurture them in the classroom. This paper adopts a psychological framework based on learners’ cognitive flexibility to address that gap, drawing on exploratory qualitative data from interviews and lesson observations in primary schools in Kigali, Rwanda. The findings identify teachers’ use of practical exercises, group work and frequent transitions between activities and languages as potentially supporting different aspects of children’s cognitive flexibility. The paper concludes with implications for nurturing learners’ skills for adaptability in similar low-income contexts.