Critical thinking is often seen as a universal goal of higher education but is seldom confirmed as an outcome. This study was conducted to determine whether an introductory level college leadership course that encouraged active learning increased critical thinking skills. A pre- and post-assessment of critical thinking skills was conducted using the Watson-Glaser Critical Thinking Appraisal. Significant increases were found in the Deduction and Interpretation subtests, and total Critical Thinking. Student engagement in active learning techniques within the context of studying interpersonal skills for leadership appeared to increase critical thinking.