Critical thinking (CT) is a metacognitive process that, through self-regulatory reflective judgment, facilitates the increased likelihood of developing strong, logical, and credible conclusions or solutions to arguments and problems. Despite some differences in conceptualisation, a vast majority of research agrees that CT consists of both skills and dispositions, with growing recognition of a reflective judgment element. However, most CT education focuses on the skill development aspect of the conceptualisation and may, perhaps, lack focus on other aspects associated with ‘self-regulation’. This chapter explores self-regulation in the context of CT training, across a broad range of perspectives, as well as providing discussion of barriers to CT and how self-regulation may help overcome them.