In this paper, the authors question the value of a required calculus class for undergraduate business students. We use the tenets of Transfer of Learning theory along with the Theory of Formal Discipline to evaluate whether the value of calculus may be overstated. Using data from business faculty, students, and alumni, we look at the degree to which these constituents believe that taking a calculus class is important to their future success. Findings indicate that while some groups believe calculus is important to business students, most results suggest that the value of a required calculus class to business student success is limited.