On the basis of a self-efficacy framework, the authors present a theoretically sound model explaining the behavioral intentions of students to apply teamwork skills they learn in business courses. The model links variables at least partially controllable by faculty in a classroom setting to students' behavioral intentions to use teamwork skills. The authors empirically tested the theoretical model. The results show that vicarious team experience and team member support significantly affected team conflict self-efficacy. Team conflict self-efficacy influenced career outcome expectancy and current team outcome expectancy. Both outcome expectancies affected behavioral intentions to use team skills in a significant way. The authors also discussed the pedagogical implications of the results. (Contains 2 figures and 3 tables.)