The block chain in relation to cryptocurrencies has made this specific technology critical to the world’s socio-economic future. Hence this possibly new global money seems quite relevant for Higher Education. The main objective of this research paper was to determine the relationship between block chain technology and cryptocurrencies as an independent variable and attitudes, opinions and adoption of University of Arkansas students at the Sam M. Walton College of Business as dependent variables.  The survey’s premise was that student body of the Sam M. Walton College of Business at the University of Arkansas was willing to embrace the idea of beneficial usage of block chain technology and more specifically, cryptocurrencies and expect this monetized technology to be a factor in their future career. The quantitative survey consisted of 29 questions and was conducted through computer assisted web-interviewing (CAWI method). Based on 429 completed surveys, the findings were both statistically significant and confident. If the University of Arkansas would introduce cryptocurrencies and block chain technology in a classroom setting, as well as in other areas of students’ life, this innovation by Higher Education would be quite positively accepted by the student body at an academic institution globally-recognized in ISYS as The Razorbacks of Arkansas. The study recommends rolling out an Introductory Cryptocurrency course, even as an extension, or a Smart Contracts course to learn Solidity for Ethereum Smart Contracts, would seem appropriate for business schools.