The theory of Bloom’s taxonomy has offered a set of three hierarchical models for cognitive, affective, and psychomotor domains that are used for the classification of educational learning objectives into levels of complexity and specificity. Its cognitive domain as a classification system has been developed to categorize intellectual skills and behavior important to learning. Through its six stages, namely; remembering, understanding, applying, analyzing, evaluating, and creating, this theory emerges different applications from a lower degree to a higher degree. Scholars have examined the taxonomy's main premise, which is that teachers want their students to better understand what they want them to know in an order from simple to sophisticated. The stages are supposed to be hierarchical, with mastery of one level necessitating progression to the next. Many researchers have identified learning objectives that involve higher levels of cognitive capabilities employing Bloom's taxonomy, which focuses on the application of knowledge and abilities to a greater variety of activities and contexts. The data collection technique employed is qualitative method to investigate, and to draw conclusions based on analyzing and synthesizing sources of books and articles on Bloom's Taxonomy. This study examines contribution of Bloom's Taxonomy to evaluation, the teaching-learning process, classroom management, curriculum development, and its various applications in various fields of education. Improving the teaching-learning process and the assessment system at the level of secondary and higher education will give an idea of the application of this taxonomy in different educational aspects.