In the last four columns the authors introduced the concept of critical thinking competency standards and elaborated a number of such standards, targeting the analysis of thought, the assessment of thought, and the cultivation of intellectual virtues. In this column they focus on three subject-specific critical thinking competency standards. It is essential for students to learn generalizable intellectual skills, such as those covered in the first four columns, for they need these skills to effectively take thinking apart and determine the quality of that thought, in any context. But, further, students need to develop subject-specific skills such as standards focused on close reading, substantive writing, and ethical reasoning. Each of these three standards are described and attributed with a critical thinking principle, performance indicators and dispositions, and list of outcomes.