The case for enhancing critical thinking as an integral part of the marketing curriculum through the debate process is presented. Linkages between critical thinking, debate, and the marketing curricula are examined in the context of desired student outcomes and learning skills. The role of the professor in planning and facilitating the debate is then discussed. Adapting formal debate procedures and formats to the marketing curriculum are considered. The criteria for selection, a process for choice, sources, and examples of actual issues are discussed with suggestions for preparing students for the debate process. Finally, guidelines for evaluation are generated for recognizing critical thinking through the debate experience. (Contains 1 figure and 1 table.)