The author, nursing faculty at an Eastern university, discussed and documented information on history and definition of critical thinking, application of critical thinking in critical care practice, teaching of critical thinking, and simulation as a teaching strategy for developing critical thinking. She also presented and documented the advantages and challenges related to using simulation, along with the need for research on the use of simulation to teach critical thinking. Despite the need for more research, the author concluded that embracing simulation in academic and clinical education is appropriate, while efforts to evaluate the strategy need to continue. A structured study with some statistical data would have been a valuable addition to this article. Provided a detailed description and literature documentation on critical thinking and use of simulation to develop critical thinking skills.