There is a paradigm shift in collegiate education from teacher centered responsibility and thinking toward a student centered approach to learning (Heames & Service, 2003). Active learning, problem-based learning, diverse instructional technologies and critical thinking activities are necessary components of modern curriculum design (Bean, 2001; Haynes & Bailey, 2003; Rada & Kurth, 2003). The incorporation of the business challenges embedded in many of the new reality television shows is an alternative method of incorporating active learning within the sport management classroom. Sport management students are watching reality television programs. The challenge for the sport management instructor is to capitalize on the compelling messages and real-life business challenges utilizing them for classroom stimulus to maximize student learning against the backdrop of sport management theory. The purpose of this qualitative research was to demonstrate how the two concepts: active learning and reality television can be merged. This was accomplished through exposing students in a graduate sport management class to five, semester long sport management challenges similar to those challenges made famous on “The Apprentice.” The focus of the research was on the student responses to the teaching method at the completion of the active learning challenges. To minimize the reactivity bias of the researcher (Maxwell, 1996) and to facilitate a natural work setting, the data were collected in the classroom at the completion of each of the challenges. Students were asked to write their responses to a series of open-ended questions. Data were collected by assimilating the written student responses, coding and rearranging data into like-categories based on responses to identify the common themes and elements of the qualitative data (Berg, 1998). The main threat to the validity of this study was the bias of the researchers, the lack of triangulation and the investigative nature of the research. Thematic results revealed that the “The Apprentice” approach forced students to ask critical questions and be forced to deal with difficult personalities, the parallel viewing of the actual reality television show was important because it promoted an environment where management difficulties within the class teams could be discussed safely, and helped students identify the issues happening within their work group. This research has highlighted a student-centered learning approach that indicates significant value to our student's future achievement. The student exposure to real life sport management challenges may be a key driver in predicting workplace success and longevity in sport and fitness management. Keyword(s): leadership development, professional preparation, sport management