Teaching critical thinking to pupils and students stands as one of the most crucial goals of education. The existing professional literature offers a wide range of definitions for critical thinking along with a variety of perspectives on the topic. The same can also be said of the approaches that a teacher should use to encourage pupils to think critically. Such a variety is undoubtedly desired as it opens up new questions and breeds the necessity for further inquiry. At the same time, it is vital that we constantly build upon and deepen the concept of critical thinking in accordance with modern day requirements and general development. Regardless of the universal consensus on what critical thinking is and how to approach it, it is necessary, at least to some extent, to develop a relatively conceptual consistency among teachers though it seems neither possible nor logical. This article deals with establishing the connection between critical thinking and mindfulness, which is presented as the foundation or condition upon which it is possible to develop critical thinking abilities. Numerous definitions of mindfulness from professional literature have been included for this very purpose as well as the many parallels between mindfulness and critical thinking. The article describes mindfulness, not as a new concept only appearing in the present day, but as a strategy reaching deep into the past all the way to, among others, ancient Greece. In the final phase of the article, mindfulness is outlined as a strategy that offers the power to build upon the critical thinking that we are familiar with today while also providing additional contemporary content.