Within the context of a transformative learning field experiment, the ethical ideologies of marketing majors, logistics majors, and nonbusiness majors were found to differ. Based on this finding, a field experiment was conducted to determine the effect (if any) that ethics instruction has on marketing and logistics majors versus nonbusiness majors. Students' knowledge of basic ethical principles and their ability to assess the application of these principles to ethical dilemmas were tested with a new assessment instrument. The major findings suggest (a) transformative learning ethic exercises have pedagogical potential and (b) dissimilar ethical predispositions between marketing and logistics majors versus nonbusiness majors confirms the need for customizing ethics pedagogy by college major.