This paper investigates the findings of seven researchers on the learning outcomes of their research on Critical Thinking skills. Meta-analysis of data gathered from the seven researchers formed the basis of this study. The purpose of applying this approach is to gather diverse views and opinions from diverse participants. This helps to establish a hypothesis and encourages procedures for further studies. This research emphasises the exposure to critical thinking skills that have generated various learning outcomes among students in various academic environments. It also seeks to differentiate whether an effect is present in a study and determine whether it is positive or negative. The varied, diverse approaches of the researchers provided rich data for analysis. The seven researchers were able to elaborate on their respective findings. Upon comparing the various findings, the results appeared to vary on the impact of critical thinking on learning. But analysis of these findings revealed that exposure to critical thinking generally positively impacted learning. Research findings have thus shown a common trend that the teaching of critical thinking skills has an impact on learning. However, problems such as the academic levels of international students or the lack of facilities in rural areas did contribute to the outcomes.