Literature and research span a multitude of ways to define critical thinking. It is used frequently and interchangeably within academia and the workforce based on the context and experiences of the individual. Amidst the ambiguity and complexity in a composite definition of critical thinking, over the past years, it continues to rank in the top three skills employers seek in recent college graduates (NACE, 2022). While some research has focused on the skills needed for undergraduate college students to enter the workforce, this qualitative research using a case study approach to inquiry focused on exploring and examining critical thinking through the perceptions of three participant groups, including undergraduate college students, faculty, and employers. The study examined the definitions, perceptions, and expectations for college students to learn and demonstrate critical thinking skills, as well as explored curriculum and internship completion (experiential learning) and its role in students' learning in the classroom and beyond. The primary source of data collection was semi-structured one-on-one interviews with the three participant groups. To obtain a congruent data set and reach data saturation, interview data was supplemented with classroom observations, document review, and archival data. The research study, through data analysis, led to four assertions. Findings contributing to scholarship include: ambiguity in the definition of critical thinking, benefit of internships in for students developing critical thinking skills, culminating assignments, and case studies support students. The four findings tie to students learning, teaching, and demonstrating critical thinking for post-graduate career success, which connect to the study's two theoretical frameworks. [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.]