The ability to think analytically is vital in today's world. In an era defined by rapid technological advancements, economic globalization and societal complexities, analytical thinking skills are paramount to career success. Analytical thinking has been conceptualized and defined in a variety of ways, reflecting its multifaceted nature and the diverse contexts in which it operates. At its core, analytical thinking represents the ability to break down problems, systems or ideas into component parts, identify patterns or relationships among data, draw conclusions, and articulate how the parts relate to the whole. This paper examines the contradictory definitions of analytical thinking and attempts to reconcile them. This literature review (a) provides a working definition of analytical thinking, (b) describes how analytical thinking develops for K-12 students, (c) examines different conceptions of how analytical thinking is taught, (d) discusses specific instructional practices that support the development of analytical thinking strategies, and (e) analyzes how analytical thinking has been assessed. The review concludes with implications for the design and use of assessments of analytical thinking in K-12 schools.