Learning outcomes are measured differently between Education Economists and Education Psychologists. Education Economists measure learning outcome with scores from standardized tests administered to students to move to higher levels of education. Education Psychologists, on the other hand, profile students’ learning with standardized critical thinking tests. In terms of determinants of students’ learning achievements, the former estimate production function of the relationship between test scores (output) and resources needed to produce them (input). The latter are more intrinsic in their views, that is, they assess how responses to stimuli translate to change in behavior (learning) within individuals. This study therefore attempts to explore a middle point between both practitioners in Education. The study leverages on the varied measurements of learning outcomes for economists and psychologists to fill a gap in literature focusing on student teachers’ scholarship. There are no studies to the best of our knowledge that have explained the determinants of critical thinking of student teachers within a production theory. Using a production model, this study identifies the determinants of critical thinking of trainee teachers. Results show that some of the proxy measures for technology, capital and labour are crucial to production of critical thinking of student teachers. However, there was no ‘teacher effect’, meaning that teachers do not influence student teachers’ critical thinking dispositions and abilities.