This study investigates business school professors' approaches to teaching, how those approaches change over the course of their careers, and to what extent they perceive those changes as growth. Building on the phenomenographic tradition of educational research, we interviewed forty-nine professors at four business schools. We found four teaching approaches based on the educators' primary objective: (1) student satisfaction, (2) educator satisfaction, (3) short-term student learning, or (4) long-term student learning. These four teaching approaches can be placed on a continuum indicating a growing awareness of potential tensions between these four objectives. Rather than switching completely from one objective to the next, educators in the sample balanced those tensions by monitoring several objectives at the same time. The most sophisticated teaching approach was multifocal and integrated the four objectives. These results enable us to contribute to current higher education theories on teaching approaches and, more specifically, on the distinction between student-centered and teacher-centered approaches as well as the process of changing teaching approaches. Practical implications relate to the importance of student evaluations of teaching, the assessment of long-term impacts of management education, and the developmental activities business schools could offer to promote teaching excellence. [ABSTRACT FROM AUTHOR]