This study aims to investigate EFL (English as a Foreign Language) teachers' conceptions and strategies concerning the promotion of students' critical thinking in the language classroom. By understanding teachers' perspectives and instructional approaches, this research seeks to provide insights into the implementation of critical thinking in EFL classrooms. The study employed a qualitative research design, utilizing interviews as data collection methods. An experienced EFL lecturer from Universitas Islam Negeri Walisongo Semarang was selected as participant. The findings of this study contribute to the existing literature by shedding light on EFL teachers' conceptions and strategies related to promoting students' critical thinking in the language classroom. The insights gained from this research can assist EFL teachers in developing effective instructional approaches that encourage critical thinking skills among their students. Furthermore, this study underscores the significance of incorporating critical thinking into EFL curricula to enhance language learning outcomes and prepare students for future challenges.