The study explores Iranian English teachers' perceptions of the importance of critical thinking
skills and the extent to which they practice their beliefs in real classroom setting. As a secondary
purpose, the study discovered the possible hindrances in the way of implementing critical thinking
in reading classes. Using a sequential mixed-methods design, data were collected through survey
questionnaire, interviews and class observations from 4 universities and several English language
institutes. Fifty participants took part in the study. A questionnaire with 16 closed-ended and two
open-ended questions was utilized to collect data about the teachers' beliefs. For the next phase
of the study, one teacher from among 10 teachers who showed strong beliefs was conveniently
selected for class observation and interview. The results of one sample T-test and independent
sample T-test indicated that teachers believed critical thinking was important and that there was
not any significant difference between male and female regarding critical thinking. Qualitative
analysis of the data showed that despite the teachers' strong beliefs about the importance of critical
thinking, they did not implement it much in their classroom practices. The hindrances as well as the
implications of the study are fully explained in the paper.