Low critical thinking skills among students is a global issue. The study determined the significance of learner engagement and learning environment as predictors of perceived critical thinking skills among senior high school learners. Utilizing multiple linear regression, data from 150 total samples selected through cluster random sampling yielded results that learner engagement and learning environment are significant predictors of perceived critical thinking skills. Social Constructivism Theory was affirmed. Exploring other variables that may account for the remaining 52% variance in learner perceived critical thinking skills, and implementing programs that enhance learner engagement and the learning environment are recommended.