The authors examine the dimensions and determinants of critical thinking skills, as measured by the California Critical Thinking Skills Test, among graduating senior students enrolled in an Association to Advance Collegiate Schools of Business-accredited undergraduate business program. Utilizing explanatory variables, a methodology for predicting student cognitive development while in an academic program is described and was utilized to identify the percentage of students who were over- and underachieving expected developmental levels across fields of study in the focal group. Implications of the results and suggestions for further study are provided.