Chemistry is a systems science that deals with complex-dynamic systems and systems thinking is an essential aspect of chemical practices. Thus, a systems thinking approach is needed in chemistry education for meaningful learning of the subject matter. Despite this necessity, systems thinking has not received sufficient attention in chemistry education where it is typically linked to the teaching of sustainability goals. Consequently, it is important to develop a framework for implementing systems thinking from a chemical perspective. This article analyzes the philosophy of chemistry and chemistry education literature and chemists' reflections on chemical practice and argues that systems thinking is an indispensable aspect of our discipline through a cycle of (1) modeling systems, (2) prediction, and (3) retrospection. In light of this analysis, competence in chemical thinking and meaningful learning of chemistry is linked to systems thinking and a novice-expert continuum is defined in terms of systems thinking skills in chemistry. It is also discussed how systems thinking can be implemented in chemistry education by identifying and modeling key aspects of studied systems, in particular emergence mechanisms of systemic properties, and engaging students in modeling systems-prediction-retrospection cycles through compare-predict-observe-explain tasks that highlight the focused key aspects. This approach is exemplified in the context of atomic systems and their properties at the undergraduate level.