At Georgia State University (GSU), undergraduate and graduate business students are introduced to ethical theory and decision making in the required legal environment of business course, but ethics instruction in the functional areas is sporadic and uncoordinated. After a broad overview of the history of ethics in the business curriculum in Part I, this article examines initial attempts at GSU to measure undergraduate and MBA student ability to assess legal and ethical issues. Part II describes results from the Management Education Exit Assessment test administered by Educational Benchmarking and the Major Field Test administered by Educational Testing Service. Based on preliminary assessment data, faculty in the Robinson College of Business developed and approved a Model for Ethical Decision-Making to be used in all business courses. After teaching the model in the introductory legal environment of business course, faculty assessed undergraduate student responses to a common ethical dilemma to determine their awareness of the ethical issues raised by the scenario. The authors report this data in Part III of the article. The conclusion discusses plans to implement that model across the business curriculum to ensure consistent and continual exposure to ethical decision making in the functional disciplines. (Contains 6 tables, 1 figure and 82 footnotes.)