The main objective of this study was to identify and validate the symptoms and behavioral factors influencing the formation of university teachers in students' critical thinking. This study implements a mixed method and the target is in the area of ​​applied research. The sampling method in the qualitative unit was snowball and in the quantitative unit was stratified random sampling. Semi-structured interviews were implemented on 16 faculty members and Ph.D students. In qualitative unit, Content analysis and open and axial coding method was used for information analysis. Analysis of interviews showed 7 behavioral components and 28 symptoms for critical thinking. The questionnaire was administered to 355 (255 girls and 100 sons) undergraduates of class 92-93 at Kharazmi University during the first semester. Using markers obtained, the questionnaires were made and came into force on undergraduate students. Analysis showed accepted reliability and validity for instrument. Due to the nature of study in the unit of quantitative, the statistical methods used were exploratory and confirmatory factor analysis and fit of one factorial model. Results showed that behavioral components include communication skills or teacher’s classroom behaviors, campus or classroom space, teaching skills or teaching methods, behaviors outside of the classroom teacher, teacher demographic characteristics, a scientific spirit of openness and helpfulness’ teacher, teacher training and research activities.