The purpose of this article is to describe an experiential course designed to overcome the specific problems inherent in working with undergraduate students in introductory management courses. The article grew out of discussions among faculty at the 1988 Academy of Management meetings who shared deep concerns about the quality of undergraduate management education. Although those concerns reflect, in part, widespread concerns about management education and development at all levels, they were amplified by the recognition that critiques paid little or no attention to the particular developmental needs of undergraduates. Many colleagues are convinced that the academic foundations of undergraduate management education, as represented in introductory management courses, require systematic and creative attention, and that opportunities to enhance the effectiveness of undergraduate management education are sufficiently evident and compelling to warrant a call to rethink basic premises regarding content and pedagogy.