It is very critical for teachers to gain awareness about the acquisition of critical thinking skills in the educational process. Given the scarcity of existing literature on teaching critical thinking skills and teachers' perceptions and views on the place of these skills in curricula, however, the present study is of great importance. An explanatory mixed methods design, which involves the mixing of quantitative and qualitative methods, was employed in the study. As a measurement tool, the critical thinking skills scale and the semi-structured interview form were employed together. The data was measured by the level of compliance. The quantitative study group consisted of 469 classroom teachers who were determined using non-random sampling, while the qualitative study group comprised of 20 teachers who were selected via maximum variation sampling. Teachers demonstrated a high level of perception towards critical thinking skills. Furthermore, it was found that years of teaching experience and branch variables were significant predictors of critical thinking skills, whereas gender was not a significant predictor. Teachers reported that critical thinking skills are teachable, while emphasizing that they are best taught in coordination with the course content. The challenges faced by teachers when teaching critical thinking skills include inadequate curriculum, overcrowded classrooms, inadequate teachers, and anxiety about falling behind curriculum pacing.