Critical thinking is an educational priority, a foundational 21st century skill and essential to building cultures of innovation and responsible citizenship. While critical thinking is often incorporated into curricula—for example, as “general capabilities” (Australia), “common core” (USA) or “core competencies” (Canada)—little guidance is provided to regular classroom teachers about how to teach critical thinking or how to embed it in classroom practice. This paper outlines the theoretical and practical approach to teaching critical thinking developed by the University of Queensland Critical Thinking Project (UQCTP), a professional learning program that has for the past decade assisted thousands of teachers across hundreds of schools, nationally and internationally, in developing pedagogical expertise in ‘teaching for thinking’. In this paper research findings from one Australian secondary school’s ‘whole-of-school’ commitment to pedagogical transformation are presented as proof of concept that the UQCTP’s pedagogy assists teachers in developing praxis for embedding the teaching of critical thinking across disciplines and year levels.