The present study aimed at investigating the difference between field-dependent and -independent EFL learners’ critical thinking and use of communication strategies along with the possible relationship between them. To do this, 160 female and male EFL learners were selected from among a total of 190 based upon their performance on the Group Embedded Figures Test (GEFT) and 80 field-dependents (FD) and 80 field-independents (FI) and the remaining 30 were discarded for having mixed tendencies. The Oral Communication Strategy Inventory (OCSI) and Honey’s Critical Thinking questionnaire were also administered. The Pearson Product-Moment correlation, MANOVA, and linear regression were run to test all the 16 hypotheses. The results revealed that FD/FI learners significantly varied in their adaptation of CSs but the difference between FD/FI EFL learners on critical thinking did not prove to be significant. Moreover, there appeared to be a significant correlation between FD/FI EFL learners’ critical thinking and their use of communication strategies.