Although ample research has investigated critical-thinking skills among college students from state-supported higher education institutions of nonreligious affiliation, virtually none has examined critical thinking among students enrolled in private Christian colleges, nor the effect of prior educational setting on students' critical-thinking skills. This paper presents findings of a study that compared critical-thinking skills of a nationally representative sample of 789 Christian college freshmen who graduated from public schools, Christian schools, Accelerated Christian schools, and home schools. Dependent variables included students' mean scores on the California Critical Thinking Skills Test (CCTST), and the independent variables were the students' prior educational setting. Analyses revealed no statistically significant differences in various critical-thinking skills among the student groups. In addition, students demonstrated no significant differences in the kinds of critical-thinking skills, including those for deductive and inductive reasoning. Four tables are included. (Contains 42 references.) (LMI)