Critical thinking is necessary for academic success in higher education. Hence, universities seek various ways to integrate it in the programs to enhance the productivity of their graduates. This study presents the development of a predictive model for critical thinking ability using a combination of background, demographic, and psycho-educational variables. Data were collected from 9809 students entering Sultan Qaboos University between 2010 and 2013. The instruments included the Demographic Questionnaire, the Motivated Strategies for Learning Questionnaire, the College Readiness Survey Questionnaire, and the California Critical Thinking Skills Test. Results of the stepwise multiple linear regression analysis revealed that the final full model included gender, type of general diploma education, type of general diploma math subject, number of general diploma science subjects taken, overall general diploma GPA, general diploma math subject score, general diploma English language subject score, college readiness, self-efficacy for learning and performance, peer learning, rehearsal, and metacognitive self-regulation as collectively statistically significant predictors of the critical thinking ability. These variables collectively accounted for 8.7% of the variance in the critical thinking ability. A number of recommendations for teaching and researching critical thinking skill attainment evolve from this model.