As artificial intelligence (AI) becomes more ubiquitous, and machine learning continues to optimize systems and data, the human contribution to our working and social worlds must evolve to be more sophisticated. Labeled as the fourth industrial revolution by the World Economic Forum (2019), employment roles comprised of repetitive tasks and rote analysis will no longer be needed because machines and artificial intelligence will be able to program themselves to perform these functions. Many experts forecast that for every low-skilled occupation a new, more sophisticated role will be invented (Skilton & Hovesepian, 2018). Machines will continue to optimize and perform automated tasks and our employers need people to direct the technology at all levels. Organizations across all sectors will need people who can adapt, anticipate, and vision the future to stay relevant. Underpinning these authentic intelligence skills of imagination, anticipation, and judgment is proficiency in critical thinking. This qualitative study engaged nine faculty members in a large community college who represent different divisions withing the academic affairs unit. The main aim of this research examines how community college faculty contextualize and develop critical thinking skills in the classroom setting. Using Shulman's framework of the Knowledge Base of Teaching (1987) to make meaning of the findings, the study examined how the faculty group are using effective methods to build knowledge (Arum & Roska, 2011; Facione, 1990; Halpern, 1997; Kurfiss, 1988) and the ability to self-direct intellectual pursuits (Facione, 1990;; Kuhn, 1999; Paul & Elder, 2010). This study suggests that building curiosity and the explicit habit of thinking, is an opportunity for future focus. Recommendations include faculty development programming for teaching applications that create student-led inquiry environments and how institutions might design the educational journey as more than topical skill or knowledge acquisition. Building competence in self-led thinking may be an opportunity to address the critical thinking skill gap. As an ethical and social justice strategy, colleges that promote student skill application and the habit of intellectual growth will prepare their students for future success in various work roles as those roles innovate in response to transformational technologies. [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.]