Rationale and Background:: Critical thinking is an important competency for nursing students to ensure the quality and safety of patient care. Various factors, including individual learning styles, may influence the development of critical thinking skills. Objectives: : This study aimed to examine the learning styles and critical thinking levels of bachelor-level nursing students and to explore the relationship between learning style and critical thinking ability. Methodology: : A descriptive correlational research design was employed. The sample consisted of 156 undergraduate nursing students. Data collection tools included a demographic questionnaire, a learning style inventory, and a critical thinking assessment tool, all of which were translated into Lao by researchers. The reliability coefficients of the learning style and critical thinking instruments were 0.85 and 0.88, respectively. Descriptive statistics and Spearman’s rank-order correlation were used for data analysis. Results: : The most common learning style among students was collaborative (35.30%), followed by participatory (21.2%), dependent (18.6%), competitive (10.9%), independent (10.3%), and avoidant (3.8%). A statistically significant positive correlation was found between critical thinking and collaborative, participatory and independent learning styles. (r = .205, r=.206, p < 0.05). Conclusion: Collaborative, participatory, and independent learning styles are positively associated with critical thinking abilities in nursing students. These findings suggest that academic administrators and educators should consider incorporating strategies tailored to these learning styles in curriculum design to foster critical thinking development.