In addition to subject matter skills, today’s college students need reasoning, problem-solving and thinking skills. Therefore, faculty need to understand the importance of those skills for students and themselves. As U.S. faculty engage in working with counterparts in foreign institutions to enhance curricula, teaching, and student learning, knowing more about faculty critical thinking styles should lead to more relevant professional development in international university settings. This project utilized the Critical Thinking Inventory (CTI) to ascertain the critical thinking styles of male and female faculty at King Saud University in Saudi Arabia during five, six-hour intensive workshops on teaching and learning. The CTI is a validated measure of CT style. The 20-item inventory was administered, and results were analyzed for separate groups, male and female, which is common in the Kingdom. Higher CTI scores indicate a “seeking information” style and lower scores indicate an “engagement” style. Female KSU faculty indicated on average a slight tendency toward the seeking style. Individually, 14 of the 22 females indicated a seeking style and 8 indicated an engaging style of critical thinking. On average, male KSU faculty indicated a slight tendency toward the engaging style, with 21 of the 39 males indicating the engaging style and the remaining18 indicating the seeking critical thinking style. As U.S. faculty engage in international programs, faculty Critical Thinking styles can be used to inform activities. Administering the CTI to students would also provide insight into student learning needs. Likewise, a better understanding of CT style for international faculty and students in the U.S. could enhance their teaching and learning.