Recently, research on critical thinking and related factors as one of the professional qualities of teachers has attracted the attention of many education experts. This study aimed to assess the critical thinking of primary school teachers and its role in their preferred teaching style. The research method was descriptive and correlational. The statistical population included all primary school teachers in the academic year 2014-2015 in city of Shabestar, which were based on the result of inquiry of the Education Organization of Azerbaijan (city of Shabestar) 4115 in number. 110 teachers were selected according to Cochran’s formula using multiple stage randomized cluster sample and were evaluated using teaching style questionnaire and critical thinking disposition assessment scale of Ricketts. Data analysis was conducted using Pearson’s correlation coefficient and dependent t-test. The findings of the research showed that teachers were better disposed towards active teaching style compared to passive teaching style. Overall, critical thinking level of teachers was good and of active and passive teaching style, critical thinking disposition of teachers had a significant positive relationship with active teaching style only (r = 0.48, p < 0.001).