Objective: This article introduces the history and development of speech recognition, addresses its role in the business curriculum, outlines related national and state standards, describes instructional strategies, and discusses the assessment of student achievement in speech recognition classes. Methods: Research methods included a synthesis of historical research, survey research, a Delphi study, and an analysis of instruments for assessing speed and accuracy. Results: A synthesis of the literature revealed best practices for teaching speech recognition, training in the software, teaching students with poor reading skills, and assessing achievement in speech recognition. Conclusions: Speech recognition students should be able to produce mailable documents at more than 100 words a minute with 95% accuracy. Student achievement in speech recognition should be assessed by production/mailability, quizzes/paper tests, speed on straight copy, accuracy on straight copy, technique, and attendance/work habits. Production work should be assessed by criterion-referenced grading, and speed should be assessed by GWAM on 1-minute timings on straight copy with 1.4 syllabic intensity. The words should be counted by using 1.4-syllable standard words. Accuracy should be assessed by the percentage of correct words, calculated by one minus the percentage of errors.