Although there is widespread agreement on the importance of ethics instruction in business education, there is not agreement on the best approach or timing of instruction. This article uses J. O. Prochaska and DiClemente's transtheoretical model of change as the basis for a developmental model of student readiness for learning about ethics. By focusing on student development, the model suggests how to best sequence educational activities in ethics instruction. After introducing the model, it is applied to this specific area. Extensive ideas for practical educational activities are offered connected to each of the four stages of student change. (Contains 2 figures and 1 note.)