This research was aimed at examining the interaction of learning models, Problem Based Learning (PBL) and Inquiry Based Learning (IBL) with Student's Condition, Gender Factor and Academic Achievement, to improve Critical Thinking Skills (CTS). It was conducted through a "quasi-experiment", with Accounting Vocational students as the object of the experiment in three types of schools, namely public school, privately-owned schools accredited "A" and "B". The experimental design used was factorial of 2x3x3 with three ways ANOVA. The results showed that gender factors had no interaction with learning models while academic achievement interacted with learning models in improving CTS. In the PBL learning model, students with low achievement have a higher level of improvement compared with IBL. Both model learning, gender and academic achievement interact with CTS. Therefore, the student's condition, namely gender and academic achievement must be the focus in applying IBL and PBL to improve CTS of students at Vocational School of Accounting.