The purpose of the present study was to explore pre-service EFL teachers' critical thinking knowledge and educational practice. Their knowledge was examined in terms of pre-service EFL teachers' understanding of critical thinking, the extent to which academic learning environment and family life influence the development of critical thinking, and how the incorporation of critical thinking in EFL classrooms, as evidenced by lesson plans and classroom instructions. This qualitative case study employed methodological triangulation; data on participants' comprehension were gained through open-ended questionnaires and semi-structured interviews. Data on incorporating critical thinking in EFL classrooms were gathered through document analysis and classroom observation. 
The findings indicated that the participants conceived critical thinking as cognitive skills and dispositions. The participants also emphasized the significance of critical thinking in EFL learning and daily life. In addition, the participants in this study highlighted the impact of the academic learning environment and family life on critical thinking development. The academic learning environment elements include motivation, teaching strategies, learning activities, teachers, peers, language proficiency, educational curriculum, and media technological advancement. While from a family background with encouragement and role models. The findings also demonstrated a gap between pre-service EFL teachers' understanding of critical thinking and their actual teaching practice.  
Knowing the aspects that influence students' critical thinking will assist language teachers in selecting appropriate instructional strategies and learning resources. This comprehension can also aid language teachers in infusing critical thinking into EFL classrooms. The disparity between pre-service EFL teachers' grasp of critical thinking and their actual teaching practices motivates recommendations for teacher training institutions to enhance future teachers' understanding of critical thinking and integration in EFL classrooms.