This study aims to determination of verbal, numerical skill, and mathematical communication to students' critical thinking skills in the Calculus Course. This research uses ex-post facto design. In this study, the technique used to determine the research sample was a saturated sampling technique with 26 students. The data in this study were collected using tests and analyzed using multiple regression techniques. The results showed that; (1) There is a partially significant contribution between the variables of verbal ability, numerical ability, and mathematical communication on students' critical thinking skills in calculus learning. The contribution of the verbal ability variable to students' critical thinking skills in calculus learning is 65.3%. The contribution of the numerical ability variable to students' critical thinking skills in calculus learning is 80.4%. The contribution of the numerical ability variable to students' critical thinking skills in calculus learning is 73.33%; (2) There is a simultaneous significant contribution between verbal ability, numerical ability, and mathematical communication on students' critical thinking skills in calculus learning. The simultaneous contribution between the variables of verbal ability, numerical ability, and mathematical communication with students' critical thinking skills is 90.30% and the remaining 9.70% is influenced by other variables.