The aim of this study was the investigation of effectiveness of Paul’s critical thinking model on critical thinking disposition and life skills with regard to the mediating role of divergent and convergent thinking styles. The research population consisted of 440 students and the research sample included 120 students who were selected using purposeful sampling method and screening by Kolb’s learning styles inventory. Then, they were randomly divided into 4 groups (30 students in each group), including 2 experimental (divergent and convergent) and two control (divergent and convergent) groups. All 4 groups completed the California critical thinking disposition and life skills questionnaire as pre-test. Ten life styles were instructed to experimental groups, using Paul’s model and control groups were instructed using lecture method. Then, all groups took part in the post-test and finally the data was analyzed. The results showed that the use of moderating variable (convergent and divergent thinking styles) leaded in: 1. Getting the highest score in systematic function, disposition to problem solving situation and being analytic by the experimental convergent group (ECG); and getting the highest score in truth seeking and being inquisitive by the experimental divergent group (EDG).2. Getting the highest score in decision making and effective communication by the ECG; and getting the highest score in empathy, critical and creative thinking by the EDG. It could be concluded that the moderating variable could moderate the effect of instructing critical thinking, using Paul’s model on critical thinking disposition and life skills of students.