The present study aims to identify the levels of critical thinking skills in learning outcomes of the single national curriculum (SNC) 2020 for early childhood care and education grade pre-I in Pakistan. The Objectives of the study are supposed; to find out the frequency of learning outcomes designed by adopting different levels of critical thinking skills, to identify balance between learning outcomes designed keeping in view LOTS and HOTS, and to highlight the elements or action verbs being used to make the statements of learning outcomes at different levels of critical thinking skills. Quantitative data analysis approach is deployed to find out the frequency of different levels of critical thinking skills-based learning outcomes in SNC for grad pre-I.  A Stratified type of sampling is used to make decisions about the selection of a single national curriculum for grade pre-I and purposive sampling was adopted to select the learning outcomes of SNC for grade pre-I. The critical Thinking Evaluation Model is implied to evaluate the learning outcomes at different levels of LOTS and HOTS. Findings indicate that LOTS are more focus of curriculum designers. SNC designers for grade pre-I are supposed to prepare students most prominently at the knowledge level, more frequently at the implementation level, and least frequently at self-directed learning level. This research is significant for curriculum designers, syllabus designers, teachers, and teacher trainers to make sure the balance between LOTS and HOTS, and the balance between the learning at each level of critical thinking skills while designing, teaching, and training.