This study was designed to identify classroom interventions that can be used by core business course instructors (as opposed to trained business ethicists) to positively affect levels of moral reasoning in undergraduate business students. The quasi-experimental study conducted at a Midwestern university, focused on determining if the utilization of two different approaches to case study analysis in an undergraduate accounting course could positively affect levels of student moral reasoning. The study used a pretest-posttest, control-group design with two intervention groups. The Defining Issues Test-2 was used to assess levels of moral reasoning. The study did not find that either of the interventions positively affected levels of moral reasoning in students. Intrinsic motivation to engage in substantial ethical analysis was found to be lacking if grade points were not related to the effort. (Contains 1 figure and 5 tables.)