Since 2000, critical thinking has become an increasingly popular interest of manyeducators and scholars in China. Critical thinking of college students, as one of thehottest research topics in academic fields, has undergone considerable studies. Fewstudies, however, have been conducted with science majors as their participants. Itfollows that little has been known about the characteristics of science majors criticalthinking in China.　　 Employing the CCTDI-CV-Peng (Califomia Critical Thinking DispositionInventory-Chinese Version, translated and revised by Peng Meici et al) and theQuestionnaire on Influential Factors of Critical Thinking Disposition as theinstrument, the current paper presents an investigation of science majors criticalthinking dispositions and performs an analysis of possible factors that influence theiroverall disposition towards thinking critically.　　 In terms of critical thinking dispositions, it is found that (a) science majorsoverall disposition towards critical thinking is ambivalent; and that (b) among theirseven subscale dispositions towards critical thinking, only the one of maturity ispositive, their truth-seeking, open-mindedness and systematicity are ambivalent andtheir analyticity, inquisitiveness as well as critical thinking self-confidence are eitherambivalent or negative; and that (c) neither grade nor gender is a predictor of sciencemajors overall critical thinking disposition.　　 With regard to influential factors, it is revealed that (a) teachers critical thinkingspirit displayed in class and parents way of decision-making significantly influencesscience majors overall critical thinking disposition, while (b) students care for socialevents and their priority given to acquiring specific knowledge in learning does not.Furthermore, it is found that (c) the influence of Chinese culture upon scienc e majorsoverall critical thinking disposition remains unclear and that (d) science majors thinkhighly of critical thinking even though they may not be able to give an exactexplanation of the term.　　 In view of the vital importance of critical thinking and science majorsambivalent or even negative dispositions towards thinking critically, the current papermoves on to propose several strategies for critical-thinking-fostering teaching ofCollege English, mainly focusing on the teaching of English reading and theassessment of English writing, with the aim of helping science majors become successful critical thinkers. When the teaching of English reading is considered, threestrategies are proposed: (a) modeling critical thinking in class; (b) activating studentsschema before reading; and (c) placing students in peer groups and conducting criticaldebates after reading. When the assessment of English writing is considered, fourstrategies are put forward: (a) offering though-provoking topics for students to writeon; (b) encouraging students self-editing and peer-editing; (c) giving helpful andencouraging feedback; and (d) putting more emphasis on the process rather than theproduct.　　 Hopefully, this paper can help educators gain a better understanding of sciencemajors critical thinking and in turn assist them to develop effective teaching strategiesfor nurturing students dispositions towards critical thinking as well as building theircognitive skills of critical thinking.