recent studies in scientific education as well as foreign and second language instruction suggest that thinking has rarely been an integral part of education and training in classroom. some scholars decried the lack of emphasis on thinking in the institutes and schools. they noted that memorization and drills were rewarded,while inquiry, reflection, and consideration of alternatives were frowned upon. in line with the studies in efl contexts confirming the positive relationship between bloom’s taxonomy questions and critical thinking ability, the current investigated the impact of practical application of bloom’s taxonomy on intermediate efl learners’ critical thinking skills. for this purpose 100 achievement tests were selected and assigned randomly to a very close consideration and study of checking questions according to bloom’s taxonomy. it’s worth mentioning that the achievement tests were rated by two trained teachers while using the same six levels of the taxonomy. the result of the analysis of studied achievement tests showed that the bloom’s taxonomy of questions has no place in achievement tests; therefore iranian learners do not have any opportunities to develop their critical thinking abilities. consequently, the findings indicated that applying bloom’s taxonomy plays important role in helping learner’s to think critically and creatively.