Critical thinking skill, which is one of the sub-dimensions of thinking, is extremely important in terms of raising individuals who can question information. Undoubtedly, teachers and faculty members have a great responsibility in acquiring critical thinking. The aim of this study is to examine in depth the views of university students about the attitudes of faculty members and the effect of the exams they take on the development of critical thinking skills. Qualitative research method was used in the study. The study group of the research consists of 12 students studying at Amasya University. Data were collected with a semi-structured interview form. The analysis of the data was made with the descriptive analysis method. According to the data obtained, it has been seen that the lecturers mainly use the presentation method in the lessons, the exams are knowledge-oriented, based on memorization and cannot develop critical thinking. Students think that faculty members should be respectful, self-sacrificing and good listeners to all opinions. In addition, they stated that the exams should not be completely knowledge-oriented and that the exams should be prepared in an openended style with comments and thought-provoking questions. They think that critical thinking skills can be achieved in comfortable environments by reading a lot, asking questions, making philosophical conversations, creating the awareness that criticism is not a negative thing, and effective communication.