Investing high-quality resources in the education of physicians has represented a treasured public trust between medical centers and the society they serve. In reality, the manner in which physicians are trained is a reflection of societal values that define its own ethos. Unfortunately, what arguably has been the best system of medical education in the world—that of the United States––has lost sight of the sacred mission to which it has been called. A “Perfect Storm” composed of perverse market incentives, intrusions by Managed Care, and a cultural preoccupation with lifestyle by “millennials” has eroded the quality and commitment of the next generation of physicians. Marketplace impact on medical education includes a reframing of the “hidden curriculum,” whereby teaching physicians’ behavior at the “bedside” is imitated by students and residents. That educational atmosphere is now dominated by optimum cash flow rather than patient needs. Reimbursement rewards a model of “supply determines demand,” wherein physicians see more patients “procedurally,” but impersonally during decreasing time allotted per encounter. The time-stingy model is not only bad for education, but it has also led to higher mortalities in the sick cared for in a “market-driven” high technology paradigm. Managed Care also has inculcated “rapid-fire office visits” and an insistence on quick discharges in their effort to decrease costs and increase profits. Teachable moments are becoming less frequent and shorter in duration, likewise prioritizing market-driven needs rather than the mission of either education or holistic healing. If students resist incorporation into this “economical” healing model, one institution has prepared its faculty to deal with them, as well as their “negative attitudes” towards “necessary” time constraints of Managed Care. In other educational venues, radiology teaching for Internal Medicine residents and students has decreased from an average of eight hours per month (1980s) to one hour (1990s). Time set aside for education is now utilized to increase receipts. Finally, the “Spirit of this Age,” apparent in the cultural composition of “millenial” students, has placed the highest premium on lifestyle. Making room for interests outside the profession to include hobbies further precludes shrinking time commitments for the eminent calling of medicine. Patients in need of support suffer the most and may receive less attention as time progresses. The three elements of medical education’s “perfect storm” have dismantled a century-long, successful practice for training physicians. The marketplace, managed care, and lifestyle preference have simultaneously encroached upon both the teacher’s and patient’s engagement with learners. Young physicians have become watchful apprentices, not developing doctors, in a proprietary system animated by financial motivations. Today’s teachers and academic medical centers have thereby abandoned their mission and, in so doing, have breeched a public trust. The hidden curriculum is now inhabited by an entrepreneurial spirit inimical to the education of Christian-Hippocratic healthcare professionals and the people they are called to serve.