This study investigated the extent to which participation by high school students in a computer programming course leads to improved critical thinking skills, and whether a significant difference exists in critical thinking skill development between participants in Pascal and BASIC classes. Three groups of high school students were tested using the Watson-Glaser Critical Thinking Appraisal: participants in a first-year BASIC class (N=52), participants in a first-year Pascal class (N=21), and above average (N=40). students in other classes who had had no exposure to programming. Group measures were compared using the t-test. Students enrolled in both programming classes scored significantly higher than their non-programming counterparts; however, exposure to a specific programming language--BASIC or Pascal--did not produce significant differences in test scores. The text is supplemented by five tables, and a copy of the survey instrument used to gather opinions on this topic from members of the FICS (Florida Instructional Computing Supervisors) is appended. (37 references) (EW)