Teachers of history, introductory chemistry, and literature from Portland State University, Portland Community College, Clark College, Mt. Hood Community College, and Clackamas Community College (Oregon) have been working together to foster critical thinking in their students. Teachers in these disciplines have been meeting at their respective institutions to share course goals and content and compile materials for use by all the institutions involved. All teachers focus on three components of critical thinking: definition, focus, and underlying assumptions. One chemistry instructor, for example, asks students to critique the statement, "Older children are bigger than younger children," to focus on definitions and the meaning of words. This exercise serves as a warm-up for students to begin examining a statement such as "Elements to the right on the periodic table have higher ionization energies than elements to their left on the periodic table." Similarly, technical writing students critique journal articles to recognize the author's definitions, focus or intent, basic assumptions, and biases. In writing courses, sciences courses, and all across the curriculum, teachers are essentially introducing students to the critical thinking process, examining data from experiments or journal articles to determine purposes, assumptions, or omissions. Cooperation, therefore, among teachers to energize their work should not be difficult, and teachers should not be like the cony of Elizabethan literature who thought the trick impossible. (KP)