The ineffectiveness of business ethics education has received attention from the popular press and the Association to Advance Collegiate Schools of Business after repeated ethics scandals. One possibility is that teaching ethics is different from other content areas because ethics is best learned when the student does not know it is being taught. This paper examines a teaching technique that could be used in any business class to incorporate ethics education with a significant advantage over current methods. Students learn to recognize ethical dilemmas without prompts and by making bad decisions and suffering the consequences (in class). The results of pre- and posttest measures are reported as well as several advantages of the technique. (Contains 1 table.)