Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to summarize a reflective analysis (Ore). Yet for feminist pedagogues, the challenge of encouraging students to develop practical skills alongside knowledge of key concepts can be daunting. To address this issue, an existing course was redesigned to integrate critical thinking skills through media literacy activities. Inspired by "Second Thoughts: Critical Thinking for a Diverse Society" (Teays), the focus on increasing undergraduate students' media literacy was chosen because it was agreed that "being literate in the media age requires critical thinking skills that empower us as we make decisions" (NAMLE). In this article, the authors talk about Global Perspectives on Women and Change, a course that is part of Minnesota State University Mankato's Women's Studies core curriculum. They discuss how the course was redesigned by developing media literacy skills to advance critical thinking.