In addition to assessment of student-learning outcomes in capstone business courses, an assessment concern is student readiness for these typical capstone experiences. A review of both (a) the literature on learning retention or application and student dispositions for undertaking significant learning challenges and (b) the authors' preliminary data collection and analysis led the authors to question traditional assumptions regarding integrative learning potentials for some students entering the capstone business course. The authors recommend forms of feed-forward controls, concurrent controls, and feedback controls for capstone courses to enable business educators to assess student learning from a more systemic perspective.