To explore the best structure for a dedicated marketing ethics course, two field experiments were conducted in which two case types (i.e., small business/personal decision-making versus corporate-wrongdoing) and the timing of logic and critical thinking instruction were manipulated. Results show undergraduates can identify and apply ethical theories to business decision-making more readily when instruction begins with logic and critical thinking, is followed by instruction in theory combined with small business decision-making cases, and concludes with more complex cases about large corporations. Also, enhanced ethical awareness fostered by a dedicated marketing ethics course increases students' idealism but may decrease their relativism.