The structure of the second year undergraduate Business Information Sources module offered as part of the BA (Hons) Information Management and BA (Hons) Combined Studies degree courses at Queen Margaret University College, Edinburgh requires the students to gain an initial appreciation of two main themes: business (per se) and information sources. At the end of the one semester module the students should have an understanding of the creation and use of business information sources and be able to examine critically approaches to the evaluation, and assess the management and value, of business information sources. The two of the main problem areas of such a module include generating in students (1) an interest in the workings of business (and a means of motivating students to study what might be regarded - from the syllabus at least - as a "dry" subject) and (2) an understanding of the wider environment in which these businesses operate. Only with an early consideration of these themes does a discussion of business information sources make sense. This can be quite a challenge given that the majority of students taking the module are teenagers who, at this stage of their academic career, have followed no formal courses in business studies, nor have they experienced the business world in practice. Identifying appropriate textbooks is problematical since the academic readers are aimed at students whose specialism is business studies, and the coverage of Scottish business issues (operating under a legal system different from that of the rest of the UK) is often inadequately treated in the standard texts. This paper will discuss methods used as part of the BA (Hons) Information Management degree at Queen Margaret University College to address some of these problems. Other issues raised by this paper include accommodating the impact of yearly changes to subject content within the established structure of the syllabus (business information sources come and go, but the principles for their management are more permanent); the development of the actual module programme and assessment strategies.