In this rejoinder to, "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" (Marx, Garcia, Butterfield, Kappen, and Baldwin 2015), the author responds in agreement to the question raised regarding the lack of teaching preparation in business schools. This commentary offers suggestions to contribute to the depth and nature of the developments needed, building on the important issues Marx and colleagues raise. The author discusses the following points: (1) Doctoral students need to acquire "generalizable teaching principles and competencies"; and (2) Doctoral students need to develop insight and capabilities for dealing with "subject-matter-specific teaching issues." Research on learning and education makes it quite clear that opportunities to practice are critical to both learning and effective transfer beyond the classroom. Recognition is growing that how best to effectively teach a subject is itself an important scholarly activity for a particular domain's researchers and educators. Just as physicists do research on how to teach physics, business school educators need to systematically study and apply research on how to effectively teach management. Research on how to effectively teach in the business school environment is a critical but often neglected activity among management scholars. The author states that the ideas presented in the work by Marx and colleagues provides a good start on how to go about developing critical teaching competencies in business school doctoral students. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]