Assessment of the business curriculum and its learning goals and objectives has become a major field of interest for business schools. The exploratory results of the authors' model using a sample of 173 students show robust support for the hypothesis that high marks in course-embedded assessment on business-specific analytical skills positively affect performance on overall business disciplinary competence proxy by results in the Major Field Test in Business (MFT-B) examination, while controlling for SAT score, GPA, major, and gender differences. This particular result provides useful and relevant information to advance the assessment process in schools of business as a valuable tool to enhance the overall learning experience. The authors also found a marked difference across majors. (Contains 1 figure, 2 tables and 8 notes.)