The fundamental goal of citizenship education is to prepare dynamic citizens who should have the ability to create a peaceful atmosphere in their society. This objective can only be achieved by developing higher order thinking skills which can guide the learner to become reflective and avoid deceptive information. Therefore, this study aims to analyze the existence of critical thinking for citizenship education in the curriculum at secondary level. Through an in depth review of literature, five elements of critical thinking for citizenship education were identified. To analyze those five elements, a checklist was developed with its validity of 0.81. In order to analyze the three sources qualitatively, at first stage, four textbooks, i.e. English, Urdu, Pak-studies and Islamiyat of secondary level with respect to citizenship education were analyzed. At the second stage, curriculum document of these above mentioned four subjects were analyzed and at the third stage the education policy was also analyzed. The fourth stage comprised a questionnaire which was used to collect the data through survey/quantitative method from a 100 teachers who were teaching those subjects in order to verify/justify the qualitative data. On the basis of the findings of this study, it was concluded that critical thinking for citizenship education in the curriculum at secondary level was not emphasized upon appropriately.