The trolley problem has been one of the more widely used thought experiments in business ethics education. However, the approaches used to integrate it in the classroom have not explicitly utilized individual reflection and interpersonal engagement, elements essential for cultivating moral development. Using social constructivist pedagogy, an instructional module integrating the trolley problem into the undergraduate business classroom is presented. The results of an instructional experiment assessing the effectiveness of the module indicate that while the module did not increase moral awareness among students, it had a positive influence on their prosocial intentions. Implications and limitations of the study, as well as directions for future research, are discussed.