To fulfill the nation's need to address the number of qualified cyber security experts, universities are adhering to the call providing instructional courses in Ethical Hacking. Of concern are the results being generated in teaching the skills and techniques to become cyber security experts. We attempt to provide a perspective on how students perceive these courses and the objectives and outcomes obtained from university ethical hacking courses. The study aims to address whether teaching courses in penetration testing could lead to an increase in student nefarious activity.
