Although management scholars have provided a variety of metaphors to describe the role of students in management courses, researchers have yet to explore students' identification with the models and how they are linked to educational outcomes. This article develops a measurement tool for students' identification with business education models and explores how those identifications are related to educational outcomes. In two samples of undergraduate management students (N = 916), the authors developed and validated a Student Identification With Business Education Models scale and found links between specific models and grade point average, course satisfaction, likelihood to donate to the university or college, and perceived discrepancy between current and deserved course grade. The authors discuss the implications of the findings in the context of management education innovations to improve student outcomes. (Contains 2 notes and 3 tables.)