This study is an investigation and analysis of the teaching of critical thinking skills in eight public universities in Texas, in particular the History, Education, and Business departments. The study is, in part, a document analysis of the universities' mission statements, the departments' stated learning objectives, and two upper level undergraduate syllabi from each department. This phase of the study analyzed the maximal keyword and word sequence frequency within the documents, the search terms having been derived from critical thinking language and Bloom's Taxonomy and standing as proxies for critical thinking skills. A second phase of the study surveyed history professors at seventeen public and private Texas universities for their perspectives on teaching critical thinking skills. Results indicate that no college course in either history or education specifically prepares future teachers to teach critical thinking skills at the secondary level. A concerted effort needs to be made by education departments to provide discipline specific courses, e.g., Teaching History in Secondary Education, which include as part of that preparation the teaching of critical thinking skills to high school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]