The cycle of transmission pedagogy that begins in teacher preparation programs--and is supported by "old school" practices in the field--obstructs critical thinking in both arenas. By pedagogically structuring for critical thinking in teacher education courses, teacher educators can disrupt this pattern through exposure to and experience with teaching and learning as a process of critical and conscious inquiry and knowledge production. The purpose of this self-study was to identify and assess forms of critical thinking that were demonstrated by students when exposed to specific pedagogical practices. In addition to identifying five literature-supported forms of critical thinking and their connection to specific pedagogical practices, a sixth form was identified during the research process. The study suggests that conscious attention to critical thinking is a powerful strategy for addressing the acritical and monocultural knowledge base of most students in teacher preparation programs, and that this strategy depends upon teacher educators' effective modeling of critical thinking. (Contains 6 notes.)