The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to measure the development of students' critical thinking skills such as effective questioning, ability to gather important information, intellectual autonomy, and intellectual perseverance. Over two years, 97 students at the University of Louisville participated in the project. A regression analysis of the data suggests that higher rubric scores were associated with higher course grades.