Scholarly literature points to an important relationship between transformative learning and pastoral ministry, as well as the need for experiential learning in pastoral ministry formation. The necessary role of critical self-reflection in transformative learning underlines the need for theological field education experiences to foster students' critical thinking CT. In order to describe and explore students CT dispositions and skills within theological field education placements intended to prepare them for lay ministry, this mixed methods study used two instruments: the "California Critical Thinking Dispositions Inventory" (CCTDI), which was used with the permission of its owners, Insight Assessment, and a "Fieldwork Questionnaire" developed by the researcher. Co-authored by Facione and Facione (1992) the CCTDI consists of 75 Likert scale items that evaluate the following seven characterological attributes of the disposition to CT: truthseeking, open-mindedness, analyticity, systematicity, inquisitiveness and cognitive maturity. The Fieldwork Questionnaire consisted of 20 Likert scale items and 7 open-ended questions. The convenience sample included 68 female undergraduate students studying a four-year program in religious and pastoral studies in New England. Quantitative fieldwork data helped confirm qualitative findings but also identified contradictions in students' responses. As a whole, students demonstrated a Positive overall disposition to CT, with evidence of dispositions increasing over time. The subgroup means of the 7 attribute subscores revealed a very homogeneous group with truth-seeking as lowest and cognitive maturity as highest. Open-ended responses reveal a variety of means and situations that facilitate student use of CT in fieldwork and potential obstacles. Recommendations for administrators and fieldwork supervisors included that of ensuring placements that foster truthseeking; ensuring students' placements provide sufficient opportunity for interpersonal interactions within a pastoral context; and increasing student awareness of the need for CT in administrative, not just interpersonal, work. [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.]