The term "critical thinking" (CT) is frequently found in educational policy documents in sections outlining curriculum goals. Despite this frequency, however, precise understandings among teachers of what CT really means are lacking. In this study, 72 high school teachers in Hong Kong were surveyed and interviewed on their beliefs about the meaning of CT. Results indicated that while the teachers had some conception of the term, it tended to be narrow. Further, they expressed strong support for the inclusion of CT in the curriculum, while conveying a desire for training in how to teach it. The findings suggest more precise definitions of CT are needed in educational documents. (Contains 3 tables and 2 figures.)