A 1986 policy instituted by the Board of Governors of the California Community Colleges calls for strengthening the rigor and academic standards of all college-level courses to be counted toward the associate degree. The policy calls for all courses to promote students' ability to think critically. One of the first difficulties encountered by curriculum committees as they worked at implementing the new Title V regulations was the establishment of a definition of critical thinking that is broad enough to encompass college-level courses throughout the academic and vocational/technical curriculum, as well as a definition that could apply to both content- and skill-based courses. Chancellor's Office staff member Nancy Glock defined critical thinking skills as "diverse cognitive processes and associated attitudes critical to intelligent action in diverse situations and fields that can be improved by instruction and conscious effort." Critical thinking cannot be reduced to one skill or one set of skills, but it can be defined in terms of intelligent actions that enable students to comprehend, communicate, or engage in problem-solving or strategy-building techniques. This paper illustrates how critical thinking skills can be used in the following skill-based areas of the curriculum: (1) performance classes in art and music; (2) foreign languages; (3) physical education and athletics; and (4) vocational education. (NB)