It has been argued that culture effects how individuals implement, understand, and teach the curriculum of business courses within a society’s educational institutions (Burcik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties reflect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curricular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s culture constituted in and presented in individuals’ views and routines is determinate of professorial understandings and teachings of business subject matter. In particular, Hofstede’s indices on Power Distance, Uncertainty Avoidance is applied to select business curricula from the Slovak Republic and the United States. The analysis includes a rubric of curricular attributes from a convenience sample of select university business programs in the Slovak Republic and the United States for comparative purposes.