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This research study examined the relationship of academic performance to critical thinking dispositions after exposure to a six-month critical thinking curriculum. The research question asked if positive student critical thinking dispositions correlated with positive academic performance. The study takes place at Air Command and Staff College and its subject population are the 600 students attending during Academic Year 2001. Students (n=218) completed the California Critical Thinking Disposition Inventory and then attended six months of critical thinking curriculum and instruction where a variety of critical thinking assessments were conducted. Multiple regression/correlation analysis was conducted to examine the relationship of disposition to performance. Statistical significance was examined at the.05 level for this study. Descriptive statistics revealed students were low in truth-seeking but high in analyticity and inquisitiveness. Correlation of academic performance as indicated by grade point average, and critical thinking disposition was significant for students who scored in the critical thinking disposition mid-range. Above and below-range was not significant. This study contributes toward the improvement of ACSC's curriculum and instruction and recommends numerous future research endeavors. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on th