Teaching critical thinking skills to nursing Students presents many challenges. Critical thinking skill development requires that students become active participants in learning. The purpose of this study is to compare five methods of teaching using traditional lectures, problem based learning approaches, computerassisted instruction, experiential learning with reflection, and case studies on critical thinking skills in senior level baccalaureate nursing students. The conceptual framework is Bandura's social learning theory. The instrument used to measure critical thinking skills will be the California Critical Thinking Skills Test. The study will be conducted in a midwestern community and consist of a population of current nursing students who are willing to participate. The anticipated convenience sample will be 60 senior students who are enrolled in nursing programs at one of five public universities within the state of Indiana. Data collection will occur in the classroom setting at the beginning and the end of the last semester of the senior year. Participation will be voluntary and students can withdraw at any time. No risks have been identified. Data will remain anonymous. This study is significant because findings will provide information on various methods of teaching to assist nurse educators to teach critical thinking skills.