Background: Part of the 21st century skills is critical thinking and learning approaches of students. A part of that resurgence can be attributable to several studies on critical thinking, logic, and thinking skills. Health care professionals are challenged by the complexities of the health care environment. The practice of nursing requires critical thinking and clinical reasoning to define a client's problem, examine the evidence-based practice in caring for the client, and make choices in the delivery of care. Aim of the study: The aim of the study is to determine the relation between critical thinking dispositions and learning approaches among baccalaureate nursing students. Research design: Quantitative descriptive correctional design was selected for this study. Setting The study was conducted at faculty of nursing, Modern University for Technology & Information (MTI) in Egypt. Nursing students (N=120) of baccalaureate program who were enrolled at the academic year 2015-2016. Tools of data collection: Tool 1: Demographic Data: The Demographic Data included age, gender, level of education program (semester), nationality, pre-university qualification and pre/current experience at hospital or health agency. Tool 2: CCTDI: The California Critical Thinking Disposition Inventory (CCTDI) to measure the dispositional dimension of critical thinking. Tool 3: The study process questionnaire (SPQ): to assess the approaches of students in tertiary institutions towards learning and studying. Result: Finding of this study showed that there was a positive correlation between Critical Thinking Disposition and Approaches to Learning among Baccalaureate Nursing Students (p=0.000). Conclusion: There was an evidence of positive correlation between learning approaches and critical thinking among Baccalaureate Nursing Students. Recommendations: Nurse educators must understand and integrate students' learning approaches into nursing curricula to promote critical thinking and satisfying learning experiences.