This study aims to explores how EFL teachers conceptualize and promote critical thinking and how students demonstrate it during the learning process. Using a mixed-method approach, data were collected through non-participant observations, semi-structured interviews with two teachers, and open-ended questionnaires for 30 students at SMA Ma'arif Karangmoncol. The data analysis used data reduction, data display, and conclusion. Results showed that while teachers understood core critical thinking elements, they lacked awareness of inference and problem-solving. Strategies used included group discussions and presentations. Students' critical thinking varied: basic clarification and inference were sufficient, advanced clarification and basic support were low, while strategy and tactics were high. The implication of this study is the need for training for teachers to understand and teach critical thinking elements more comprehensively.