This chapter will offer a perspective on critical thinking not often acknowledged. There is ample theory and research which hails critical thinking as a core twenty-first-century skill, an essential objective of higher education, and an ultimate goal of global citizenship education (GCE). However, rarely, within a field that values criticality, and thus questioning concepts presented as definitive is critical thinking itself critiqued. We are used to considering critical thinking as a universal good, and it is repeatedly listed as an outcome of education, but this chapter offers an opportunity to pause and consider whether it is always ‘good’ or whether there is a need to exercise caution when engaging in criticality with our learners. As well as presenting considered critiques of critical thinking, I will also offer counterarguments where appropriate. Through personal reflection, review of literature, and synthesis of both, I have arrived at four main critiques of critical thinking which will be examined in this chapter, namely: