A conceptual model was developed and assessed to examine the relationship between critical thinking and political participation. Although the empirical and theoretical bases for the model are not fully discussed, findings based on path analysis are presented. Based on data from 118 graduate and undergraduate students, the model affirms the assumption that intellectual skills are antecedent to participatory behavior; however, the relationship is not necessarily a direct one. Critical thinking strongly influences the development of feelings of political efficacy which in turn positively influences political participation. Critical thinking also has a positive direct effect on specific democratic attitudes which in turn have a positive influence on political participation. Persons who possess certain intellectual skills are more likely to feel that they are able to cope with and influence the political world. They are also more likely to apply democratic norms and values to specific situations. Therefore, because critical thinking is antecedent to political participation, it should be a major focus of social studies education. Research studies indicate that the type of social studies instruction that may be most effective for teaching critical thinking is one that uses an inquiry method of instruction. (RM)