This research examined the relationship between critical thinking disposition,learning approaches and academic performance of graduate students of Yazd University. Statistical sample consisted of 280 students of both genders from three faculties who were selected through random classification sampling. Ricketts's Critical Thinking Disposition Inventory (2003) and Entwestle & Tait Assessment of Approaches and Study Skills Inventory for Students (1997) were used. Research results showed that there is a positive and significant correlation between critical thinking disposition and academic performance. Significant and positive correlation between deep and strategic approach with academic performance and significant and negative correlation between surface approaches and academic performance was also found. Moreover, significant and positive correlation between deep and strategic approaches with critical thinking disposition and significant negative correlation between surface approach and critical thinking disposition was observed as well. Regression analysis also showed that from among learning approaches (Deep, surface and strategic) and critical thinking disposition, only surface and strategic approaches predicted the college student's academic performance in a significant way.