Organizations and society at large recognize that ethically and socially responsible behavior plays a crucial role in good business practices. Debate about social responsibility centers on the responsibilities of consumers and businesses working towards a sustainable future with a new focus on business education. This realization has led employers to expect and demand that business schools facilitate the training of students in social responsibility. To accomplish this, key components to consider within undergraduate business school programs are the development of curriculum, pedagogy, and delivery methods best practices. The end result of this effort would be graduates possessing a range of perspectives and competences that increase their awareness of good socially responsible business practices. Yet, how best to develop the programs, curriculum, and pedagogy that deliver socially responsible business practices to students is still undecided. Equally important is to understand who these "students" are and what they want from business education programs. To develop a meaningful curriculum model, students from across a large northeast university campus were assessed on their perspectives of socially responsible business programs, curriculum, and pedagogy practices. The results suggest significant differences between the student groups in their interest in social responsible business practices and the importance of environmental issues and topics in the curriculum.