When designing a program to improve the critical thinking skills of students, it is important to identify the specific learning outcomes for which to strive. In addition, the instructor must determine why students are not currently exhibiting the kind of critical thinking skills desired in order to develop the appropriate techniques and methods to overcome these skills deficiencies. Attempts to enhance critical thinking and reasoning skills have generally fallen into two categories: stand-alone courses, and discipline-specific courses in which thinking enhancement efforts have been incorporated. Stand-alone courses tend to be less effective because the skills acquired must then be transferred to subsequent courses. The three steps to selecting or creating a program for enhancing students' thinking and reasoning skills are as follows: determine long-term goals; (2) assess the needs and characteristics of students; and (3) identify short-term tactical goals which can be realistically attained in the time allotted. Following a detailed listing of critical thinking skills and a review of program development strategies, this report provides brief descriptions of 13 specific programs including the following: (1) Accent on the Development of Abstract Processes of Thought (University of Nebraska-Lincoln); (2) Development of Operational Thinking Skills (Illinois Central Community College); (3) Development of Reasoning in Science (California State University at Fullerton); (4) Mathematical Preparation for Physics (University of Alabama at Birmingham); and (5) A Practicum in Thinking (University of Cincinnati, Ohio). A 30-item bibliography is included. (PAA)