Society is faced with more complex problems than in the past because of rapid advancements in technology. These complex problems require multi-dimensional problem-solving abilities that are consistent with higher-order thinking skills. Bok (2006) posits that over 90% of U.S. faculty members consider critical thinking skills as essential for students to develop at the post-secondary educational level, which will prepare them to be employees in the 21st century. Implementing a systematic model of critical thinking is challenging because so many different models, definitions, and teaching approaches have been attempted, with little evaluation of their impact. Faculty resistance to learning about critical thinking teaching methodologies is another hurdle that colleges often face. In addition, according to Haas and Keeley (1998), most faculty report it is more important to teach content within the subject area than to implement critical thinking within the curricula; many also place more value on the steps to achieve tenure rather than on participation in training that relates to critical thinking. Twenty-first century educators must embrace the value of critical thinking in the curriculum over that of rote, memorization, and test-based teaching techniques (Paul, 2005). This dissertation examined the models for critical thinking across the curriculum in State University of New York (SUNY) community colleges. This model includes organizational change and faculty development regarding the inclusion of critical thinking skills across the curriculum to enhance and improve students' critical thinking abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]