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Over $8 billion is spent yearly, on college education in one Southern U.S. state, yet the employment effectiveness of public and private 4-year undergraduate business degrees (effectiveness defined as obtaining employment or entering into a degree program requiring a 4-year business degree by the end of Year 1 and remaining employed or in a degree program by the end of Year 2) have not been defined. Moreover, the impact of web-enhanced classes and the availability of competent faculty on effectiveness remains unexplored. Drawing from the systems thinking theory, the purpose of this qualitative study was to examine the relationship between educational sector type (public and private) and factors that potentially distinguished the sectors based on employment effectiveness. The research questions were designed to help understand the relationship between the effective degrees and the (a) sector received, (b) web-enhanced classes, (c) business professor availability, and (d) class size. The correlational design employed a stratified random sample of 1,400 4-year business graduates. A series of point biserial correlational analyses suggest that private 4-year degrees provided the more effective degrees. Further point biserial correlations observed the curvilinear impact of web-enhanced curriculum on effectiveness; where a negative correlation was observed between effectiveness and maximum web-enhancements, while a positive correlation observed with moderate enhancements. A significant linear connection was observed linking effectiveness and professor availability. Implications for social change include degree alterations to increase effective business degrees, thereby creating more effective and efficient businesses and business practices within the society.