Piaget's theory describes cognitive development in qualitative stages, characterizing the formal operational stage by abstract thinking, hypothetico-deductive reasoning, and propositional logic. However, evidence indicates that full abstract thinking is influenced by cultural and educational factors, with important implications for academic and developmental counseling. (22) This study aimed to analyze female students' anthropological attitudes in terms of thinking level, critique the universality of Piaget's stages, and extract counseling implications. A qualitative thematic analysis was conducted on 22 female students selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using Myring (2014) approach. Responses were classified into three developmental levels: concrete, concrete-abstract, and abstract. (12) In the themes of meaning of life and purpose of life, 12 participants (55%) achieved full abstract thinking; however, in the other six themes, the majority (10 to 13 participants) remained at the concrete-abstract level. Moreover, 7 participants (32%) in origin of existence and 5 (23%) in ultimate end of life remained at the concrete level. Contrary to Piaget's prediction of full abstract thinking from age 12, individual variation was observed, and religious teachings and parental education influenced the emergence of abstract thinking. Female students over 18 have not achieved full abstract thinking in some anthropological themes; this critiques Piaget's universal and linear theory and confirms the key role of cultural, educational, and individual experiential factors. From a counseling perspective, counselors can design targeted interventions to strengthen abstract thinking by identifying students' levels of abstract thinking; revising curricula is also recommended.