Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of pro-ducing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students often report not being given the opportunity to adequately understand and cultivate CT skills. Though most CT interventions are designed based on academic or expert definitions of CT skills, students are rarely, if ever, asked to guide their instruction by describing their perspectives on what constitutes CT. The current case study investigated students' con-ceptualisations of what constitutes good CT using a collective intelligence methodology, interactive management. Interactive management (IM) is a computer-assisted process that allows a group to build a structural model describing relations between elements in a system. Though decades of research on group decision-making in educational and social psychology highlight the many limitations associated with group problem solving (e.g. as a result of an over-reliance on heuristics, cognitive biases and 'groupthink'), a fundamental skill for making decisions and solving problems is the ability to collectively visualise the structure of a shared problem, and use this knowledge to design solutions and strategies for collective action. Results of IM group work from the current case study revealed five core CT skills (clarity of expression, conversational skill, inference, evaluation, and explana-tion), five CT dispositions (detachment, listening, systematicity, recognising uncertainty, and self-questioning) and fourteen structural relationships among them. The ability to detach, listen and engage in conversation with others, were seen as fundamental drivers of all other competencies in the system. Results are discussed in light of research and theory on CT and best practice for CT instruction. The teaching of critical thinking (CT) skills has been identified as a core area of instruction (Association of American Colleges and Universities 2005; Australian Council for Edu-cational Research 2002; Higher Education Quality Council 1996), because it endows students with the capability to reason not only academically, but also in social and interpersonal contexts where adequate problem-solving and decision-making are necessary on a daily basis (Ku 2009). Though debate is ongoing over the definition of CT and the core skills necessary to think critically (e.g., to date, there has been only one definition and list of skills that stands out as a reasonable consensus conceptualisation of CT. In 1988, a committee of 46 experts in the field of CT gathered to discuss a definition of CT. Ultimately, the group of experts defined CT as: ''…purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judg-ment is based.'' (p. 3).