This paper presents the argument that object oriented analysis (OOA) is rapidly becoming an important systems analysis methodology and that current systems analysis and design courses should present OOA. However, because of the embryonic nature and rapidly changing content of OOA, instructors are faced with special challenges when designing OOA curriculum. This paper, based on research and teaching in this area, identifies several of these issues and challenges and makes recommendations and suggestions for meeting these challenges. Specifically the following issues are addressed: how much of the content of the class should be devoted to OOA; how the sequence of material should be organized; and whether one or more specific methodologies should be taught. The challenges of teaching these new concepts are considered, and limitations posed by conflicting terminologies and notation are reviewed. (Contains 26 references.) (Author/AEF)