Abstract
Critical thinking (CT) is a core 21st century skill; however, its integration into Libyan high school EFL classroom, specifically at the high school level, remains predominantly inconsistent and underdeveloped. This present research examines the beliefs and the instructional approaches if thirteen Libyan high school teachers across diverse regions, using self-reflective interviews and semi-structured conversations.Findings reveal varied understandings; while some teachers perceive it as a process of analytical and reflective thinking, others equate it with communicative competence. Although some teachers demonstrated serious attempts to cultivate CT practices in the classroom through fostering activities such as debates groups discussions and justification for answers, these approaches have been inconsistently integrated due to numerous structural and attitudinal constrains, ranging from large class sizes, time limitations, exam driven curriculum and students resistance and limited language proficiency.The study emphasizes the urgent need for systemic reforms, including targeted teacher training, curriculum redesign, and assessment frameworks that explicitly foster critical thinking. These insights offer a foundation for enhancing EFL pedagogy, institutional policies, and the development of higher-order thinking skills in Libyan secondary education