Critical thinking despite being regarded as an essential skill for graduates is neither universally understood nor collectively defined. Many students often fall short of expectations by both employers and academics. The aim of the current paper is to report findings of a qualitative study investigating university psychology student’s perceptions of critical thinking. Previous studies focus heavily on quantitative designs which decontextualizes critical thinking. The current study made use of thematic analysis to broaden our understanding of critical thinking beyond test and measurement. Findings are discussed in relation to implications for current critical thinking instruction and Higher Education Institutions.