Critical thinking is a crucial component of the process of preparing future nurses. Yet their preparation heavily relies on the potentials of the educators. It is therefore essential to ensure that the educators enjoy knowledge and skills that qualify them to promote critical thinking among students. This book examines the critical thinking experience of nurse educators working in Jordanian Universities. A survey questionnaire consisting three parts was used in this study; the California Critical thinking Skill Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the experience survey (ES). The CCTST measured critical thinking skills and the ES asked the participants to rate their practice of critical thinking. The ES included a qualitative component that invited nurse educators to describe a situation, which illustrated their experience of critical thinking in practice. The CCTDI measured disposition towards critical thinking.