This study explores the impact of design thinking education on critical thinking skills among undergraduate (science, technology, engineering, and math) STEM students. The research adopted a correlational, case-control design to analyze the relationship between participation and design thinking education and critical thinking levels among undergraduate STEM students. Data collected from 104 participants who responded to the study indicated a positive correlation between design thinking education and critical thinking skills. The ANOVA Results reveal a significant impact of design thinking education on test scores, with a moderate effect size. The study shows that design thinking education promotes critical thinking skills and can be incorporated into STEM curricula to enhance undergraduate education. However, the analysis did not find a statistically significant difference in critical thinking scores among participants who had completed different durations of design thinking education. Nonetheless, the main change in critical thinking scores was higher for participants who had completed two to five or six or more semesters of design thinking education than those who had only completed one semester. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]