Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively engaged in their learning, and classrooms have an enabling environment, CT is promoted. Teachers must reflect upon their pedagogy when students do not participate in stimulating discussions, or asks questions in class. Research suggests that lack of understanding of CT affects teachers' CT practices in the classroom. Literature supports that teaching learning activities and opportunities that emphasize encouragement of students' participation in classroom fosters communication, student engagement, creativity, self-directedness and CT. Thus, it is vital to explore the teaching practices of educators that promotes or hinders students' CT. This study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi. A descriptive exploratory design was used in the study. Using a purposive sample, 12 educators participated in this study. Data was collected via in-depth interviews and classroom observations. Data was analyzed manually; four major themes emerged from the content analysis. This paper focuses on the findings of educators' practices of CT in a classroom setting, which indicates that teachers needs to be aware that an enabling learning environment is necessary to promote students' CT. Moreover, the educators should create an enabling learning environment by focusing on the physical, psychological and intellectual components to promote CT in students.