Given that critical thinking development is an essential part of undergraduate education, and in most cases faculty members accept their role to promote some level of it in their classrooms, this article explores the complicated relationship between faculty perceptions of critical thinking and pedagogical applications. Following a review of the literature related to these concepts, the authors present the findings of a case study conducted at a selective, private liberal arts university. Questions focused on definitions of critical thinking, how they influence pedagogy, and the role of institutional culture. Constant comparative analysis revealed four predominant themes: pedagogical experimentation, the content connection, pedagogy of force, and the resistance factor. The findings are then discussed in terms of higher education policy and faculty preparation for critical thinking pedagogy.