Educators at all levels are expected to provide instruction that promotes critical thinking, but faculty are hindered by time constraints, expertise, and the attitude that critical thinking is taught and learned automatically. From Socrates to Dewey to Bloom to Facione, a firm foundation has been set for critical thinking pedagogies. This study investigated the critical thinking perceptions and practices held by teacher candidates and college faculty. Specifically, the study explored the current knowledge, skills, and dispositions toward critical thinking of teacher education candidates and teacher education faculty. A qualitative descriptive method was used for the purpose of this research project. A researcher-developed survey, based on the work of P. A. Facione (2009) and McGuire (2010), was given to 52 teacher candidates and 8 teacher educators. A detailed analysis and coding process allowed responses to be summarized and compared. The data from the research findings indicated there was little difference between teacher candidates and faculty for critical thinking knowledge, skills, dispositions, and deeper understandings. Recommendations include that both candidates and faculty could benefit from direct instruction in critical thinking because strengthening knowledge, skills, and dispositions of faculty would result in stronger knowledge, skills, and dispositions of students. An implication of this study is that educators should be encouraged to develop and model practices to intentionally teach critical thinking. [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.]