This report describes the procedures used by a New Jersey high school English department of 15 teachers to improve the critical thinking skills of their students and thus allow the students to assume greater autonomy in their learning. Emphasis was placed on improving critical thinking skills of the students through literature and writing activities and lessons. Major solution strategies developed involved coaching and conferencing observations by the English supervisor, with questioning patterns and student-centered activities as the focus for those lessons. Through teacher networking and staff development through individual planning as well as school, district, and state workshops, the English department improved test scores, increased student autonomy, and fostered greater critical thinking in the students. In addition, teachers became more student centered in their instruction. Twelve appendixes, covering various data related to and derived from the research study, are attached. (HB)