Critical thinking and the ability to interpret conversational implicature are considered essential cognitive and pragmatic skills in English language learning. The present study was to investigate the relationship between students’ critical thinking skills and their ability to interpret conversational implicature in Enola Holmes (2020). The research design of the study was quantitative correlational. The participants were 30 students of the sixth semester of English Education Study Programme of Indo Global Mandiri University selected by using purposive sampling technique. Instruments were an adapted Watson-Glaser Critical Thinking Appraisal (WGCTA) and a Conversational Implicature Test developed by the researcher based on selected dialogues of Enola Holmes (2020). Descriptive statistics and Pearson Product–Moment Correlation were used to analyze data. The findings of the study revealed that the students’ critical thinking skills were at low-medium level (M=52.93) and their ability to interpret conversational implicature was at good level (M=65.63). The Pearson Correlation analysis showed a very weak negative correlation (r = −0.105) with significance p = 0.579 (p > 0.05). The study found no significant statistical correlation between students’ critical thinking skills and their ability to interpret conversational implicature in Enola Holmes (2020). These results imply that there are other factors, besides critical thinking, which affect students’ understanding of conversational implicature.