This study aimed at examining the effect of using current events in teaching history on the development of critical thinking in third preparatory grade female students. The study sample consisted of four classes (totaling 149 students) from Zainab Al-Thaqafiya School. This sample was divided into two groups of two classes: an experimental group taught through using current events approach, and a control group taught by the normally used methods. To assess the effect of current events on the development of critical thinking, the researcher adopted Dr. Ibraheem W. Mahmood's Critical Thinking Test, with some modifications in accordance with the Omani context. The test was applied on a pilot group for realiability. Both groups were pre-tested, then, after the units had been taught, post-tested. Comparison of the results pre-test indicated no differences of statistical significance between the averages of performance of both groups. The outcome of the post-test indicated the following: - There were no statistically significant differences between the averages of performance of the experimental group and the control group in critical thinking skills, of perecision in investigating issues, grasp of objective facts, and making inferences. - There were statistically significant differences between the averages of performance of the experimental group and the control group (4) in the skill of comprehending the context of correct relationships, in favor of the control group. - There were statistically significant differences between the averages of performance of the experimental group and the control group in the skill of correcting discussion, in favor of the experimental group. Finally, in light of the results of this study, the researcher made several recommendations in the field of curricula, methodology and school environment. She also suggested conducting further research in respect of current events and critical thinking.