In this generation where information shifts rapidly, messages can reach people only in seconds, but the truth may be distorted deliberately. Additionally, not everyone can interpret and understand the information correctly. Therefore, cultivating learners’ critical thinking to help them interpret the information in daily lives is very important. The purpose of this study was to develop media literacy teaching material targeting at learners’ critical thinking skills. Expert review of the teaching material was also conducted to provide feedback for revision. Design-based research (DBR) and Chen’s (1995) critical thinking teaching model were applied in this study to develop the teaching material. The research procedure was as follows. First, learners’ motivation was promoted by having them watch a news video clip. Learners were then put into groups to engage in a case study where they reflected and discussed with their peers. Finally, learners were given news articles to practice how to analyze and interpret information. Learners in this study were junior students in the Department of Educational Technology in a private university. Five-hours teaching material in two consecutive weeks were developed. Expert review was then performed to gather information with regard to revising the teaching material. This study concluded that the experts thought the instructional activities were interesting which can provide learners many opportunities to reflect. However, the instructional time might be difficult to control; therefore, the experts suggested to carry out a pilot study before formal implementation. Furthermore, the wordings in the material should avoid subjective views; the instruction needs to demonstrate objectivity so that the learners can fully enhance their critical thinking abilities.