This thesis posts the view that specific knowledge will not be as important to tomorrow's teachers, students and the society at large as the ability to subject it to critical thinking. It argues that the dominant mode of teaching in schools results only in memorization of content. Even in the subject of social studies where one of the professed long-term goals is the promotion of critical thinking, up till now, it has not become a classroom reality. The current advancements in technology and the resultant change in society have made the kind of education presently provided in schools inadequate and the reform initiatives in education must devise means of redressing this mismatch. The purpose of this research was to understand whether and how a teacher educator could facilitate social studies teachers to develop intellectual resources for teaching for critical thinking, to improve the action of both the teacher educator and the teacher, and in the process improve the situation. A qualitative study was undertaken, employing action research with two participant teachers. This involved making a strategic plan; implementing the plan and finally reflecting on the whole process in order to understand the issue before taking further action. A critical account of the findings reveals that it is possible for a teacher educator to facilitate teaching for critical thinking in a developing country context if some major obstacles are surmounted. These are lack of awareness of the nature and need for critical thinking by the teachers, and cultural constraints.