The purpose of this study was to investigate the relationship between Iraqi EFL teachers’ critical thinking, organizational commitment, and job satisfaction. To this end 110 EFL teachers were selected from different public schools and private English institutes of Baghdad. The participants were asked to complete three questionnaires, namely, Honey (2000) Critical Thinking Questionnaire, Allen and Meyer’s Organizational Commitment Questionnaire (OCQ) (1990) and Spector’s Job satisfaction questionnaire (1994). The research followed a descriptive correlational design. The results of Spearman's rank order revealed that there was simply a small and non-significant correlation between overall critical thinking and job satisfaction. Moreover, there was a positive and significant correlation between the overall teacher critical thinking and total organizational commitment. Regarding the relationship between organizational commitment and job satisfaction, it was found that in general there was no statistically significant relationship between the two variables. To investigate the extent to which EFL teachers’ critical thinking could be predicted by job satisfaction and organizational commitment, regression analysis was run and it was found that EFL teachers’ critical thinking could be better predicted through their organizational commitment rather than job satisfaction.