"What is the best way to teach introductory economics?" Academic economists have debated this question for at least fifty years (American Economic Association, 1950). Invariably the discussion revolves around the traditional Principles of Economics course sequence taught to Freshman and Sophomores by a majority of American colleges and universities. More than one million students enroll in the Principles of Economics every year (Siegfried, et. al., 1991) and several Principles of Economics textbooks have sold millions of copies through numerous editions published over several decades. Given their large audience and their long-term publishing success, it would seem reasonable to assume that academic economists must know what to teach and how to effectively deliver their ideas. However, even after years of professional discourse,