This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made.