Marx, Garcia, Butterfield, Kappen, and Baldwin (2015) lament the current state of affairs where there is sparse and inconsistent teaching preparation across business doctoral programs. The authors refute the idea that teaching is solely an art to be acquired rather than a skill to be learned. They explore the legacy rewards system--incentives driven by the pervasive view that research is paramount--that has led business doctoral programs to put teaching preparation on the wayside. This leads the authors to make an emphatic call to action for what they consider "a transformation of doctoral programs towards a greater emphasis on teaching" (Marx et al., 2015). This commentary focuses on the authors' call for action--specifically their suggestion to seek new Association to Advance Collegiate Schools of Business (AACSB) Standards for Teaching Preparation and expand hiring schools' roles in teaching preparation. The comments in this rejoinder reflect the author's personal views as a business school administrator. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]