The aim of this study was to investigate the effects of using questioning method on students’ critical thinking (CT) skills. To this effect, a pretest-posttest two groups quasi-experimental design was employed. Data was obtained through tests and focus group discussion. Sixty management students participated in the study. While the treatment group received questioning method, the comparison group learned through conventional method. The quantitative data was analyzed using paired sample t-test while the qualitative data was analyzed thematically. The findings revealed that there was a statistical difference between the comparison and the treatment groups in their argumentative essay writing CT skills. Hence, the students in the treatment group exhibited a significant improvement in their CT skills in argumentative essay writing. They were able to use more credible evidence, address alternative positions and arguments, support conclusions, and maintain the logical flow of ideas in essays. Thus, the study recommends researchers, teachers and students to pay due attention to questioning method in their academic journey. Keywords: Critical Thinking: Effects: Questioning.