This paper proposes that the key to a quality graduate organizational behavior education is developing skills and a critical analytical student attitude for evaluating organizational behavior research. The appropriateness of this attitude and skill development with different student populations are discussed, and guidelines proposed for developing these in a classroom setting. Organizational behavior courses are designed to meet the following criteria: (1) to motivate the students by making the subject material relevant to them, and to "turn them on" during the first session to organizational behavior; (2) to develop skills and critical analytical student attitudes for evaluating organizational behavior research; and (3) to provide a comprehensive macro-micro organizational behavior course sequence. The methods to accomplish these criteria are outlined and discussed. (Author)