The aim of this study was to describe EFL learners' critical thinking levels and to examine the relationship between participants' critical thinking levels and selected variables such as gender, academic achievement in EFL, subject area, and self-reported reading. The overall design of the study was based on the quantitative research method. Data were collected from 280 students of different faculties attending the School of Foreign Languages using the Turkish adaptation of the California Critical Thinking Disposition Inventory (CCTDI) during the 2015-2016 academic year. Measurements of subscales were also used for diagnostic purposes. The results indicated that participants in this research generally have a low critical thinking disposition. Moreover, they have low critical thinking dispositions in five of the scales--analyticity, inquisitiveness, self-confidence, truth-seeking, and systematicity--while they have medium critical thinking disposition in just one subscale--open-mindedness. It was seen that females had higher scores with respect to analyticity and open-mindedness; successful students were more open-minded; the participants reporting that they read every day had higher scores in inquisitiveness and self-confidence than the other groups and finally it was seen that participants' subject areas did not indicate a significant relationship with any of the subscales. Some recommendations were made in accordance with the findings of the research.