Distinguished from other teaching-learning tools, such as mind and concept mapping in which students draw pictures and concepts and show relationships and correlation between them to demonstrate their own understanding of complex concepts, argument mapping is used to demonstrate clarity of reasoning, based on supporting evidence, and come to a conclusion, which enhances business decision making skills, a common learning outcome in the business curriculum. In this study on business education, argument mapping was demonstrated as an effective methodology to assess student learning and conceptualization of a business and as a useful classroom activity to present a business problem and have students develop business solutions, as individuals or in groups. The paper describes classroom-based evidence from an introductory business course, in which students developed an argument map and then shared their work to stimulate discussion about the business problem/argument to be solved and appropriate business decisions to make.