The negative reaction to the disadvantaged in the United States is discussed in the light of the protestant ethic in this paper based on the author's dissertation. The question "Who are the disadvantaged and what sets them apart from the rest of American society?" is addressed. The extent to which business education teachers employ selected recommended teaching strategies when confronted with the educational problems of disadvantaged students in their classes is examined. As part of the investigation of the problem, the following areas are discussed: (l) the extent to which the specific teaching strategies business education teachers use coincide with those suggested in the literature; and (2) the critical requirements for business education teachers instructing classes in which the majority of students are disadvantaged. An adaptation of the critical incidents technique developed by Flanagan is employed as methodology for the study. (Author/MC)