The purpose of this quantitative correlational study was to examine the relationship between college experience at a HBCU and students' critical thinking skills. The theoretical framework included Astin's theory of involvement and Facione's taxonomy of critical thinking. The research site was a private four-year HBCU in the state of Alabama. The population included 800 students at least age 18 and classified as freshman, sophomore, junior, or senior. Participants included 45 freshmen, 46 sophomores, 34 juniors, and 38 seniors. The problem addressed in this study was: It is not known if and to what extent undergraduate experience at a HBCU in Alabama influenced students' critical thinking skills. The overarching research question was, is there a statistically significant relationship between any one of five dimensions of experience at a HBCU and students' critical thinking skills. Predictor variables were on/off campus residency, membership in a sorority or fraternity, participation in intercollegiate sports, participation in extracurricular activities, and year in school (freshman, sophomore, junior, or senior). The overall score on the CCTST was the criterion variable. Through linear regression, the author revealed some change but no statistically significant impact of dimensions of college experience on students' critical thinking skills. Results of an ANOVA revealed a statistically significant relationship between students' year in school (freshman, sophomore, junior, or senior) and their critical thinking skills F (3,159) = 4.04, p =.008. Ten appendices are included. [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.]