The aim of this article is to examine the types of seminars that may foster critical thinking using the perspective of those who have already successfully developed such skills. Associate Professors and Professors could be said to be among this group as they have progressed through the academic system to attain a certain level of achievement. Also under investigation is the extent to which such competencies lead to generic skills. In order to understand the context of this empirical study, a short account of a Master’s program in pedagogy at the University of Southern Sweden will be outlined. The empirical investigation consists of open-ended informal and conversational interviews carried through as a dialogue. The result is analyzed by three different methods, with focus on two theoretical approaches, i.e. the development of logical traits and the encouragement of transformations. Fifteen of a total of twenty-two exercises are characterized as more suitable for developing logical traits and nine are categorized as transformative. Perhaps a mix of these two types of seminars would be most effective in promoting generic skills. In the empirical result, attitudes play an important role. One of the keys to promoting generic skills is for lecturers, associate professors and professors to believe in the generic qualities of the exercises and to utilize them themselves.