Many students perceive economics as a challenging subject, and therefore successfully communicating economics education to students becomes a major concern. This paper uses the work of Sweeney, Becker, and Watts (1996) on undergraduate teaching methods and documents various teaching methodologies utilized in economic education to develop a framework for classifying those methodologies. The framework consists of the three elements of economic education: (1) economic choices; (2) economic concepts; and (3) economic goals. The paper includes Bloom's Taxonomy of Educational Objectives, teacher or student oriented learning activities, technology based learning activities, and individual or group based learning activity. This framework helps to move the literature forward by fostering a better understanding of how the teaching methodologies fit into the scope of economic education and, more importantly, how each of these teaching practices influences the learning environment. The paper calls for additional research to include the continual documenting of the various teaching methodologies utilized in economic education as well as creating alternative or additional classification categories. In addition, a quantitative assessment should be developed that could evaluate how well a teaching methodology influenced the learning process and the outcome achieved by the students. (Contains several illustrations and 27 references.) (BT)