This research investigates critical thinking skills in reading comprehension of English as Second Language (ESL) students in an Australian context and proposes a number of pedagogical methods for ESL teachers and educators. The research has two aims: (1) to gain a thorough understanding of ESL students' ability to read English critically in their transition time from high school to university study; and (2) to design engaging classroom activities to enhance ESL students' critical thinking skills. Specifically, the study provides teachers with information about ESL students' critical reading skills, which according to Freeley and Steinberg (2000) comprise learners' ability to understand arguments, critically evaluate arguments, and develop and defend their own arguments. Findings from 64 responses to a survey questionnaire showed that understanding authors' arguments, text main ideas and text structures were learners' main challenges. A list of critical reading questions is suggested based on Bloom's Taxonomy (Bloom, 1956), the use of Socrative1 mind maps, and Socratic circles2 as effective ways to assist ESL teachers in teaching critical reading skills. After the researcher utilised these teaching tools to teach critical reading skills explicitly in reading classes, feedback from 12 participants in two focus group interviews revealed that they became more motivated and critical readers.