Recent interest in the development of non-cognitive skill development within the educational environment can play an important role in helping students succeed while in school and beyond. The purpose of this quantitative, quasi-experimental design study is to explore what influence a career focused Introduction to Business course embedded with grit lessons that is administered to full-time undergraduate college students has on measures of grit and career decision self-efficacy. Data gathering instruments included the 12 item Grit Scale (Duckworth et al., 2007) and the Career Decision Self-Efficacy Scale (Betz & Taylor, 2012). Dependent variables are grit and career decision self-efficacy (CDSE) scores. The independent variable will be the modified Introduction to Business Course with embedded grit lessons. The control group received the standard Introduction to Business curriculum. The treatment and control condition will be administered simultaneously over a seven-week period, meeting twice per week for 50 a minute class period. Grit and CDSE were measured using pretest-posttest design to promote the isolation of the dependent variables measured on posttest as an indication of the treatment. Grit and CDSE showed no statistically significant relationships between the two constructs. The treatment group did show small positive effect in posttest grit scores versus the control group. No statistical significance was identified for CDSE scores between the control and treatment groups. The results of this study may provide evidence, grounded in research, that can provide additional support in the development of grit in the classroom environment and further understanding of the relationship between CDSE and grit.