The present study examined the effectiveness of a psycho-educational critical thinking approach on anxious thoughts and moral judgment in first‐grade teachers, using an applied quasi‐experimental pretest-posttest design with a control group. Thirty teachers from Mashhad (2021-2022 academic year) were selected through multistage cluster sampling method and randomly assigned to experimental (n = 15) and control (n = 15) groups. The experimental group participated in eight weekly 90-minute critical‐thinking training sessions, while the control group received no intervention. Data collected via the Wells Anxious Thoughts Questionnaire (1995) and the Davis Moral Judgment Questionnaire (1994) were analyzed with multivariate analysis of covariance, revealing substantial effects on anxious thoughts (η² = 0.977) and moral judgment (η² = 0.936) and a significant overall difference between groups on combined outcomes (P < 0.001, Pillai’s trace = 0.996). These results suggest that bolstering teachers’ confidence and minimizing anxiety about their capabilities is essential for effectively applying critical thinking as a resource for improved ethical decision‐making.