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Critical reasoning is seen to be a generic, transferable entity and an important outcome of most tertiary education courses currently available. This study investigated the critical reasoning skills of a group of Australian adult tertiary students who were practicing adult vocational and further education teachers and trainers, using the recently developed Critical Reasoning Test (CRT). It examined some variables that might be expected to affect critical reasoning scores. These tertiary teachers’ mean CRT scores were found to be only at or below the ‘average’ levels of other professional, non-teacher normative samples. No significant between-group CRT mean differences were found for these students’ Year of Course, Graduate/Non-graduate status, Age or Gender. In conclusion, the effective teaching-learning of the skills and dispositions underlying critical reasoning does not appear to be progressing well in at least some areas of tertiary education. Evidence such as this suggests that more attention should be given to facilitating this important area of student learning in universities in the new millennium.