In 2017, Malawi's Ministry of Education revised the Initial Primary Teacher Education curriculum to enhance education quality, emphasizing critical thinking pedagogies. However, no research has been published on how teacher educators implement these pedagogies and the challenges they face. A qualitative study addressed this gap, involving fourteen Social Sciences teacher educators and Curriculum specialists from four teacher education colleges and the Malawi Institute of Education. Guided by Paulo Freire's Critical Pedagogy Theory and Shulman's Pedagogical Content Knowledge (PCK), data was gathered through document reviews, interviews, and observations. Findings revealed many educators lack understanding of critical thinking's aims and significance, facing challenges due to inadequate training. This results in difficulties incorporating critical thinking, especially in lesson development and conclusions. Assessments predominantly rely on recall questions, failing to promote critical thinking. Poor management of the curriculum's introduction led to ineffective implementation. The study recommends careful planning and adequate training for educators to effectively integrate critical thinking pedagogies.