Purpose: The aim of this article is to contribute new knowledge about critical thinking in social studies and conspiracy beliefs in Norwegian schools. We explore Norwegian high school pupils' self-reported learning about critical thinking in social studies and their attitudes toward conspiracy theories. Design/methodology/approach: The survey focuses on what the pupils have learned about critical thinking and conspiracy theories in social studies. Findings: The results show that the pupils believe in conspiracy theories only to a minor extent. We found no significant association between how much they think they have learned about critical thinking, and conspiracy beliefs. However, there are significant differences in the degree of conspiracy beliefs and several of the background variables. Research limitations/implications: The findings are discussed in terms of the increasing focus on critical thinking as part of the social science subjects in school. We suggest that conspiracy theories should be taught both with an empathic strategy and with a clear focus on critical thinking skills, rather than through a confrontational approach.