Teaching critical thinking is what employers ask of educators and what teachers expect from their students. This paper attempts to reestablish the importance of critical thinking and how Valencia Community College's (Florida) critical thinking competency can be developed using several teaching models. A discussion is provided on the background of critical thinking, specifically where critical thinking skills come from. These skills have to be learned and fine-tuned with the assistance and guidance of an external entity. Competency I of a Valencia Community College graduate states that each graduate should be able to "think critically and make reasoned choices by acquiring, analyzing, synthesizing, and evaluating knowledge." Nine Valencia sub-competencies that can be used in the process of assessing and measuring critical thinking, include: (1) know what to observe and systematically make accurate observations; (2) represent observations in an appropriate pattern to show relationships; (3) recognize problems that need to be and can be solved; (4) use sequential and holistic approaches to problem solving; and (5) analyze information and ideas to make decisions. Some models of teaching that fit easily into the critical thinking competency are concept attainment, scientific inquiry, inquiry training, simulation, role playing, thinking inductively, advanced organizer, and synetics. This paper concludes with some activities instructors can use to develop critical thinking in the classroom. (VWC)