This survey aimed at investigating students critical thinking dispositions in humanities fields. 123 students were randomly selected by stratified sampling method among undergraduate students in the College of Humanities in Ferdowsi University of Mashhad, Iran during academic year of 2010-2011. They completed Ricketts (2003) Critical Thinking Disposition Questionnaire. Overly, finding showed that all subjects achieved optimal level of critical thinking in the moderated level (p<0.001, t=17.56), but not in the strict level (p<0.001, t= -9.20). There were no significant differences in the subjects critical thinking dispositions according to their gender and their year of study (study length). Based on the findings, revising all curriculum elements, especially that of teaching-learning methods is a necessity. Implications for applying active learning and problem solving approaches to enhance students critical thinking disposition were proposed.

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