The study mainly explored the extent to which th e critical thinking s kill s andrndispositions of senior students of the Foreign Languages Department at Addis AbabarnUniversity were developed. It a lso examined the inte rrela tionship be tween criticalrnthinking skills, c ritical thinking d is positions, and academic achievement of thernstudents as measured in GPA. An a ttempt was also made to see if academicrnachievement had any impact on the critical thinking s kills and dispos itions of thernstudents.rnA total of 70 seniors who h ad been trained to be English language teachersrnparticipa ted in the study. The California Critical Thinking Skills Test (CCTST) andrnCaliforni a Cri tical Thinking Dis pos itions Inventory (CCTDl) were used to measure thernpa rti cipants' cri tical thinking skills and dispositions respectively.rnResults provided an evidence of the students' poor cri tical thinking a bilitie s, but theirrnpos itive endorsement toward critical thinking. Moreover, critical thinking skills werernfounei to hm'e no s ignifi cant relat ionship with critical thinking di s pos itions andrnacademic achievemen t. However, their dis posi tions toward c rit ical thi nking showedrns ignifi cant positive relationsh ip with th ei r academic achievement (GPA) . Hi gh " n . ~ 10'rnachievers were also found to differ s ign ificantly in their critical thinking d ispositions.rnbut not in their s kill s. This gave an evidence for the s ignifican t impact academicrnachievement had on c ritical th in king d is pos itions . The stude nts' weak criti ca l thinkingrna bil ities, the insignificHnt re lationsh ip between their c riti cal thinking skil ls '1I1e!rnacad clnic ~lc hi l''C ln clll , ; 111