This study examined the contents and methods of teaching negotiation at the MBA programs in the U.S. It scrutinized the major topics and their relative importance. It also studied the teaching methods such as role-playing, videotaping, lecture, case study, and their relative importance. I collected and analyzed 69 course syllabi and lecture materials from 35 major MBA schools. I also participated in 3 different negotiation classes at the MBA level and a doctoral class at the Kellogg School of the Northwestern University throughout a year in order to increase the validity of analyzing the syllabi. The most important method of teaching negotiation was the role-playing and debriefing method. In some classes the role-playing activities were videotaped and reviewed. Case and video discussions were also used. A few of the classes invited negotiation experts as special lecturers. Twenty textbooks were used, of which Fisher, Ury, & Patton (1991) was most popular. Evaluations were based on reports of the reflections of the role-playing results, class participation/preparedness, planning documents, negotiation outcomes, and peer evaluations. About two thirds of the evaluation factors were related with role-playing exercises. The common topics were general negotiations strategies and tactics, distributive and integrative negotiations, teamwork and trust, ethics and fairness, effectiveness of negotiation outcome, multiparty negotiations, mediation, and dispute resolution. These topics were delivered by role-playing relevant cases and debriefing rather than by lectures. A course was developed based on the analysis and was given to a group of 45 undergraduate students who major in management. The course evaluation was favorable compared to other courses given by the researcher as well as to the average courses of the university. The syllabus and the course evaluation by the students is presented in the appendix. This study can provide implications to the lecturers who prepare for teaching negotiations. The major topics in teaching negotiations will be quite common in different cultures. But the negotiation behaviors and tactics may vary in different cultures. More researches are required in order to verify and develop propositions and theories that illuminate the negotiation behaviors in Korea. it is also needed to develop role-playing cases that are suitable to the culture-specific situations of Korea. Textbooks and professional readings based on the researches in Korea are also needed for teaching negotiations.