The purpose of this study was to identify the significant relationships between school culture and critical thinking skills among Elementary education students in a local college. Also, this aimed to explore the lived experiences, and insight of the students related to school culture and their critical thinking skills. This study used mixed method design, utilizing parallel convergent approach. The participants of the study were the elementary education students from all year levels. For the quantitative part, it involved 164 students from all year levels and for the qualitative part, it involved 14 participants. Result revealed that the level of school culture and critical thinking skills is high. Moreover, the result implied that there is a significant relationship between the two variables which are the school culture and critical thinking skills. Meanwhile, results revealed different experiences relative to school culture and their critical thinking skills including fostering a supportive and inclusive learning environment, emphasizing inquiry and problem-solving in learning, balancing academic expectations with support, and enhancing critical thinking through extracurricular engagement. Additionally, students provided insights on the influence of school culture in shaping critical thinking, encouraging the expression of ideas, promoting engagement in discussions and reflection, and developing independent thinking and problem-solving skills. Similarly, mixed method analysis and data corroboration found that both quantitative and qualitative data are merging. The results showed that a strong school culture can influence the development of the critical thinking skills of Elementary education students that prepares them for a lifelong learning.