This article presents a research that aimed to explore: (1) the notion of a group of language and communication teachers from Chile on critical thinking; and (2) the practices they implement to promote it. A qualitative methodology and an interpretive approach were used to conduct six semi-structured interviews with teachers from different educational contexts. All participants considered that critical thinking is fundamental for the development of student learning. Regarding pedagogical practices to promote critical thinking in the classroom, participants described certain limitations due to an unfavorable pedagogical context centered on academic results, associated with local standardized tests.