A shared learning outcome for baccalaureate programs is for students to think critically and utilize critical thinking skills. However, education in Saudi Arabia seems to has focused more on rote memorization. Critical Thinking (CT), one of several essential skills regarded in college outcomes, has become a vital citizenry skill in Saudi. In this study, the researcher examined whether or not instructors apply CT or use its components in their teaching. This study offers professional development specialists insight on what to focus on when planning and developing critical thinking workshops. Participants in this study included instructors from a small-sized university in Saudi Arabia. A descriptive analysis, multiple regression, and MANOVA tests were implemented. The results of this study indicated that the majority of instructors use CT within their lectures. Furthermore, the results showed that younger instructors seem more likely to implement CT activities. There was no significant difference between science disciplines and humanities disciplines when implementing CT in their classes.