The purpose of this study was to identify potential signature pedagogies used by business education teachers in their programs and to what extent specific demographics impacted business education teachers' use of classroom instructional strategies. The research presented in this study used a random convenience sampling of business teachers from across the United States. This study found signature pedagogies of business education by frequency are lecture, guided practice, and project-based learning. The top three business education instructional strategies by mean are questioning, guided practice, and whole group questioning. This study identified differences of instructional strategy usage based on various demographic categories. These categories included participant location, setting, school type, teaching certification method, and years of experience. Of these categories, years of experience was linked to significant differences.