When teaching in Sport Management programs professors are often forced to respond to the actions and teachings of professionals in the field. According to the study by Kincheloe & Steinberg many of these normalized and, indeed celebrated, behaviors are actions that are part and parcel of the "recovery movement" which (re)inscribe new forms of colonization, sexism, racism, classism and so on. Given that these performances are often considered "good business practice", it is now more important than ever to challenge these conventions in what has been termed the post-neoliberal moment. This paper, therefore, analyzes and explains how the mundane recycling of borrowed thought has seeped into America's collegiate educational system--particularly in sport management programs. It does so through a critical examination of Amber's educational and pre-professional experience as an intern for various sporting constituencies. Further, we examine the disguised precedence and obligatory requisites of the sporting industry, which use exploitative and manipulative marketing tactics to fabricate a hyperreal milieu of sporting production and consumption. Given this context, the project at present seeks to (re)evaluate just what we, as teachers, owe our students as they venture into an economy facing "hard times." (Contains 1 note.)