This paper explores the roots of critical thinking and its importance. It also attempts a clarification of critical thinking as a concept. Using the method of philosophical analysis, the paper proceeds to investigate the place of critical thinking in teacher education in Nigeria. Among other things, it is suggested that the acquisition of critical thinking skills be included among the stated goals of Teacher Education and that necessary measures be taken by the relevant authorities to ensure that critical thinking is actually taught and practiced by pre-service teachers in Nigeria.