The purpose of this current explanatory sequential mixed methods study was to explore the perceived abilities of teaching critical thinking as reported by teachers and the actual lived experiences of classroom teachers within the elementary classroom. Kindergarten through fourth grade elementary teachers completed the Critical Thinking in the Elementary Classroom survey to determine their perceptions of their ability to implement critical thinking methodology within their classroom. The findings of the survey indicated that the number of years teaching experience did not have an effect on teachers' perceived ability to implement teaching critical thinking skills sets or dispositions in the classroom. Additionally, fourteen elementary teachers participated in an interview cycle and classroom visitation to assist in the discovery of the central phenomenon of how a teacher's personal learning experiences influenced their ability to implement critical thinking experiences into their elementary classrooms. Given the variety of life and educational experiences, the current study suggests that it is innate qualities of the participants that have the greatest influence on their abilities and desire to create learning environments that support critical thinking rather than specific life-experiences. Further exploration revealed how the building blocks of critical thinking are based upon the development of students' metacognitive skills through students learning the art of questioning and discussion supported by cooperative learning experiences. [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.]