Present study determines the effects of organizational learning culture on female teachers' critical thinking skills of public sector higher education institutes (HEI) of the Punjab, Pakistan. The questionnaire from Yang (2003) (21-item) of organizational learning culture and from Naieni (2005) (30-item) questionnaire on critical thinking skills was adopted. All items are developed on five point Likert scale. The values of Cronbach's alpha computed for both constructs are high which represent that data on both constructs are reliable. The KMO measure of sample adequacy and Bartlett's test of sphericity authenticate that our data are appropriate for the use of factor analysis. The study employed principal component analysis in order to find the validity of the measure of organizational culture and critical thinking skills. This study collects data from 250 full time female permanent teachers in higher education institutes of Punjab, Pakistan. The findings represent that organizational learning culture significantly affects the critical thinking skills of female higher education female teachers of Punjab.