Teaching engineering economy at the undergraduate level has changed little over the past century. In fact, it has become stagnant as its focus has turned toward financial mathematics and away from decision analysis. This is seen as a disservice to students who must eventually develop engineering economy studies. This paper provides motivation and suggestions to revitalize the curriculum, including teaching engineering economy in a decision-making context and integrating research advances into the curriculum. From these suggestions, a tested semester outline is presented. In the spirit of this special issue, it is hoped that these suggestions help move the teaching of engineering economy to the “next level” such that we can produce effective decision makers in the critical area of capital investment analysis.