Higher-order thinking skills are of great importance for the welfare and development of a particular society since it depends on the quality of the decisions taken by individuals. Apart from families, teachers play a crucial role in equipping pupils with these skills such as critical, analytical, reflective or creative, but to do this, they should initially possess them, which requires a special training tailored for teaching these skills. This study focused on the effectiveness of "Critical and Analytical Thinking" course (CATC) taught at a bachelor of education program based on teacher candidates' opinions regarding course design, materials, delivery and strengths and weaknesses of the course. CATC was delivered online due to COVID-19 pandemic conditions; however, provided invaluable insights for future implementations regarding its delivery, activity types and evaluation system. The study was conducted as an analytical study by incorporating both quantitative and qualitative methods. The data were collected through Critical and Analytical Thinking Survey and written interview forms developed by the researcher. The participants were 78 teacher candidates who took the course and volunteered to participate in the study. The results revealed that CATC was highly influential on their individual and professional development and not only the theoretical but the practical elements of the course were beneficial for the teacher candidates. Based on the research results, this study concluded with a lesson proposal to be implemented both face-to-face and/or online with similar teacher candidates at education faculties. [This manuscript was orally presented in the Ninth International Conference on Curriculum and Instruction: The Effects of the Pandemic on Curriculum in 2021 and was published in the abstract book. This article includes an extended summary in Turkish.]