Critical thinking has been given much importance to the progress of twenty first-century learners in national and international education policy documents as well as in theoretical literature on secondary science education. The current study aimed to develop an understanding of how science teachers interpret and enact education policy recommendations for developing critical thinking skills among secondary school students in public schools. This book recommends a top-down change to implement the policies in the educational institutions. Assessment of students should also be revised with its focus on the development of critical thinking skills.