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A business degree in subjects such as IT technology management requires students to study units in STEM technical subjects such as IT infrastructure, cybersecurity etc. However, business students may not have a technical background. An analysis of four units in awards at two universities found that the material was predominately taught as technical lists with little or no explanations resulting in low order (rote) learning that is not only easily forgotten, but arguably of limited value in the workplace even in an administrative capacity. The Cognitive Load Optimization method was used to develop complex STEM technical material that was not only easy to learn but also representative of high order learning resident in long term memory and directly relevant to workplace expectations. A cohort of 33 students all preferred teaching based on this method, however further work is needed.