For those who espouse critical thinking as an educational ideal, the issue of race prejudice should be addressed as an obvious and pernicious example of uncritical thinking because to hold racially prejudiced beliefs is to believe without being appropriately moved by reason. This paper attempts to ascertain how and where critical thinking can come to grips with race prejudice by: (1) developing a notion of critical thinking that offers guidance, (2) elaborating on those aspects of the issue that seem to offer possible areas for remediation of prejudiced attitudes through critical thinking, and (3) offering plausible suggestions about how prejudice reduction can be accomplished. Three modes of analysis relevant to critical thinking have been followed by psychologists and sociologists in their explorations of racial prejudice. These modes focus on: world views or transmitted systems of belief reinforced through socialization, faulty generalization based on cognitive processes, and underlying psychodynamic structures. This paper focuses on the pedagogy of the cognitive approach; it reviews central tendencies in the accounts of prejudice offered by cognitive psychologists, with emphasis on the structures and operations that underlie stereotyping. Critical thinking education for remediation of race prejudice must be characterized by the orchestration of information and experience and informed throughout by an awareness of actual and preferred cognitive strategies and the criteria that warrant them. (IAH)