This study frames the quality transition of Romanian business education embracing the role of students as clients and customers. In the first part of the study, responses from ninety-four fourth-year Romanian students provided a statistically significant gap between the level of importance of business competences and their level of preparation. The second part used content analysis to establish four major improvement themes: (1) new course specification; (2) pedagogical modification using practical applications; (3) course delivery improvement; and (4) university-directed field experiences. The findings support the notion that Romanian students provide reliable and unique assessments of their education. (Contains 2 tables.)