Tertiary educators face increasing constraints and pressures in designing and delivering their course material. Accordingly, educators need to not only equip students with content knowledge, but also the ability to continue their learning independently through information literacy. In trying to determine this balance in the accounting curriculum context, we asked 'what are business professionals' perceptions of 1) information literacy in their workplace? and 2) the importance of content knowledge compared to information literacy?' This paper details the findings of a pilot study conducted with business professionals from both the government and private sectors. Interviews explored how professionals go about finding and using new information in their day-to-day work, how they see research, and how they see the importance of content knowledge compared to the skills and knowledge of finding and using information