The author has been aware for some time that undergraduates typically turn to the Internet first to seek information and sources for any assignment that requires research. A few swift keystrokes and worlds of data appear on screen, ready for instant viewing. For youthful gifted students of today, accessing information on the Internet is as natural as breathing or texting. But do these two diverse avenues of investigation, one fading away as archaic and the other becoming omnipresent, differ all that much from one another? Following the same line of thought, will the practice of critical thinking by gifted students vary depending on the medium within which it is applied? This question presupposes at least a working definition, and account of, critical thinking itself. Thus, would a Google search require processes of thought like critical thinking that could apply to any type of intellectual inquiry? In this article, the author offers thoughts on the characteristics which he believes belong to critical thinking broadly understood. (Contains 2 figures.)