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This paper examines the significance of the application of a literature based critical thinking program at the tertiary level and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction The study is based on one group pre test–post test design a quasi experimental design in which a seven week literature based critical thinking program involving 34 seniors attending an English Language and Literature Department was implemented Data regarding the present critical thinking situation and change process were collected through questionnaires interviews classroom observations and the Cornell Critical Thinking Test Level Z T test results show a significant change between the students’ pre critical thinking and post critical thinking levels These findings indicate that a literature based critical thinking program leads to more student centered classrooms and creative literature instruction that foster the development of students’ critical thinking skills Keywords: Bloom’s taxonomy; Critical thinking; Creative literature instruction

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