Health education undergraduate students at Illinois State University were found to have significant shortcomings in critical thinking dispositions during a study from 2000-2003. Health education majors did score higher than minors but weaker than ideal critical thinking dispositions among health education students has important implications for the profession. Dispositions were measured during the students’ introductory health education class with the California Critical Thinking Dispositions Inventory (CCTDI). The CCTDI is a 75-item instrument designed to measure one’s overall disposition toward critical thinking and seven specific dispositions. Health education majors were compared to students in other health sciences disciplines and to health education minors. Bivariate analysis revealed that CCTDI scores did not differ between health education majors and other health sciences students but major’s scores were significantly higher than health education minors. The average overall CCTDI score for health education majors was 305. Only 5.2% scored 350 or higher, considered an indicator of strength in critical thinking dispositions. A total of 19.8% had scores indicating overall weakness in critical thinking dispositions (under 280). Health education majors’ inquisitiveness, cognitive maturity and total critical thinking disposition scores were significantly higher than health education minors’ scores. For health education minors, the average total CCTDI score was 295. This 10 point difference from health education majors is statistically significant. A total of 29.2% had scores indicating overall weakness in critical thinking disposition. Results of stepwise multiple regression indicated that a person’s age is a good predictor for critical thinking dispositions and that health education majors did not differ significantly from other health sciences majors. The model for health education majors and minors indicated that, after adjusting for age, health education majors, on average, scored 9.7 points higher in total CCTDI score than health education minors. Though scores were comparable to those for undergraduates in other disciplines reported in the literature, the findings have significant implications for health education professional preparation programs and the profession. Health education professionals commonly confront “ill-structured” problems, for which critical thinking skills are essential. Focusing on the development of critical thinking dispositions in professional preparation programs and further research on pedagogy effective in developing the dispositions is needed.