How to run a paid coffee cupping class

You can buy excellent coffee, book a knowledgeable roaster and still end up with a class where everyone nods along without learning much. The tutor says "stone fruit", someone else says "chocolate", and the beginner who just tastes coffee wonders what they're missing.

A paid coffee cupping class needs to help that person. Choose a small set of coffees, give learners a consistent way to compare them, and leave enough time for them to explain their observations and get useful feedback. Then cost the complete session, including preparation and cleaning, before deciding how many places to sell.

The first decision is who the class serves. This guide uses a fictional beginner session for twelve adults aged eighteen and over, with four coffees, one tutor and one trained assistant. The public class runs from 10 am to 12:30 pm in a suitable food-service venue. It teaches comparison and personal preference, with no professional qualification or grading credential attached. All quantities, staffing choices and prices in the example are planning assumptions to test, not recommendations for every class.

We'll work through the tasting promise, coffee selection, room and service plan, ticket price and teaching sequence. If you're also building the wider workshop business, our paid workshop planning guide covers the instructor agreements and booking process in more detail.

Decide what a beginner should be able to do afterwards

"Introduction to specialty coffee" could mean almost anything. Your buyer needs to know what they'll actually practise. For this class, the promise is that they will compare four black coffees, record differences in aroma, acidity and mouthfeel in their own words, and explain which they would choose to drink again and why.

Explain those unfamiliar words immediately. Acidity describes the sour or bright quality they perceive. Mouthfeel means how the coffee feels in their mouth, such as light, thick or drying. Someone doesn't need to know the vocabulary before attending, and the tutor shouldn't treat their first attempt as a test of whether they belong.

There's a useful distinction between describing a coffee and liking it. Two people might agree that one cup has a stronger sour taste and still prefer different cups. Give both observations room. A learner who can explain their preference has gained something useful even if their favourite is the least expensive coffee on the table.

Ask the tutor to write the final exercise before designing the opening talk. In our example, each participant will choose two of the coffees and describe one difference, then make a personal buying choice with a reason. That tells you what the teaching needs to prepare them for. It also keeps a fascinating explanation of roasting equipment from consuming the practice time.

Keep the professional boundary clear. The Specialty Coffee Association's current coffee assessment standards distinguish sample preparation and tasting mechanics, descriptive assessment and affective assessment. Those are useful references for a competent tutor. A simplified consumer class should describe its adaptations and avoid implying that attendance qualifies someone to evaluate coffee professionally.

The experience should still feel generous. A narrow promise allows more feedback, more comparison and less rushing. It doesn't mean spending the morning explaining what the class won't cover. Tell buyers what they can expect to learn, then make that learning happen.

Before selling, try the explanation on someone who drinks coffee but hasn't attended a tasting. Ask them what they think they'll do and what they'll leave with. If they expect espresso practice, latte art or a bag of beans, your description needs work. Resolve that now, while changing a sentence is easy.

Choose coffees that support a fair comparison

The most expensive selection isn't automatically the best teaching selection. You need coffees whose differences the intended learners can notice, with enough information to explain what you can and cannot conclude from the comparison.

For our first class, the tutor chooses four unflavoured roasted coffees with contrasting sensory characteristics. They might include a familiar, chocolate-like cup and a noticeably fruitier cup. The exact selection depends on what the tutor can source, prepare consistently and explain without making unsupported claims about a whole country or processing method.

If the coffees differ in origin, variety, processing and roast, say that several things changed. You can ask learners what differences they perceive. You cannot honestly tell them that one characteristic proves the effect of origin alone. A controlled comparison of one variable requires a different sourcing plan and often a more demanding lesson.

Ask the supplier for the information you intend to publish. Check the producer or cooperative name, origin, process, roast date and the identity of each batch. Keep those details with the coffee codes. Don't invent a producer story because the packaging looks interesting, and don't describe tasting notes as ingredients added to the coffee.

That last point matters for beginners. "Nutty" can describe a sensory impression in plain coffee. It doesn't by itself tell someone whether an allergen is present. Keep the actual ingredient and handling information separate, obtain it from the supplier, and answer specific food questions using verified information.

Taste the exact coffees before announcing them. A description on a bag can't tell you whether this batch, prepared in your venue's water, gives the comparison you need. Check that the tutor can use the selection to teach the promised outcome. Agree an acceptable replacement if a bag becomes unavailable, including when buyers would need to hear about a material change.

Use simple codes such as A, B, C and D for the first comparison. Keep the code order consistent across places and conceal prices and packaging until learners have made their initial notes. This gives them an opportunity to describe what they perceive before hearing a story about what they ought to perceive. Explain the exercise without calling it a scientific blind study.

Don't turn the reveal into a competition between expensive and cheap coffee. Ask whether the new information changes what someone would buy and why. A participant might value a producer relationship, a familiar flavour or a lower price. The class can help them make that choice with more understanding, while leaving the choice theirs.

Agree the tasting method and hygiene before buying equipment

Your tutor needs a written preparation method for this class. It should specify the coffee quantities, vessels, water, grinder settings, timing and how the tasting develops as the samples cool. It also needs to explain how your consumer exercise differs from a formal assessment.

For the example, each learner has four personal bowls, one for each coffee. The tutor has a separate demonstration set. Participants taste only from their own bowls with their own utensils. That costs more in equipment and preparation than a shared table, but it avoids asking beginners to follow a complicated transfer routine while they are also learning to taste.

This arrangement is an operating choice, not a complete food-safety procedure. Agree washing, sanitising, handwashing, clean storage, utensil changes and waste handling with the person responsible for food safety. A personal bowl can still be contaminated by a dirty hand or a staff utensil used incorrectly. A rinse cup on a table doesn't settle those questions.

Have the tutor demonstrate how the surface of an immersion brew is disturbed and the floating grounds removed. Staff then prepare the individual samples under the agreed procedure. Learners don't carry kettles through the room. If you want them to practise preparation themselves, that changes the supervision, timing and risk assessment and needs its own rehearsal.

Confirm who is responsible for the food operation with the venue and the relevant local authority. An existing cafe's arrangements may be relevant, but hiring its room doesn't automatically resolve your responsibilities. The Food Standards Agency's food business registration guidance, updated in June 2026, explains the registration requirements in England, Wales and Northern Ireland, including temporary premises. Ask the local authority how the actual class arrangement applies. Requirements elsewhere need local checking.

Keep the first session simple. Our example serves plain black coffee and drinking water, without milk, snacks or edible aroma references. Adding those later would mean checking ingredients, allergens, storage, service and the budget. Do the work before promising the addition.

You also need a practical response to contamination. If someone uses another person's spoon or spills into a sample, staff should know which items to remove and how to replace them. Prepare spare clean equipment and coffee. Don't rely on the tutor making up a solution while everyone watches.

Write down who can pause service and who handles an incident. Those decisions should be understood by both staff members before buyers arrive. Good teaching depends on the room operating calmly enough for the tutor to keep explaining.

Count coffee, bowls and hot water for the full class

A small amount of coffee in each bowl can hide a surprisingly large preparation job. Twelve learners with four personal bowls need forty-eight bowls. Add the tutor's four and you're preparing fifty-two separate samples before allowing for replacements or rehearsal.

For stock planning only, suppose the tutor has tested a method using eleven grams of coffee and two hundred millilitres of water per bowl. The class therefore needs 572 grams of coffee and 10.4 litres of brewing water for the fifty-two samples. These are fictional working quantities for an adapted lesson, not instructions to reproduce a professional protocol or a guarantee of usable beverage volume.

The coffee order in this example is 1.6 kilograms, split into four equal 400-gram supplies. Each coffee provides thirteen class bowls, using 143 grams. Allocate another 143 grams per coffee to a full-load rehearsal, fifty grams to the small teaching trial, fourteen grams to grinder purge and adjustment, and fifty grams to reserve. That uses the full 400 grams on paper. The tutor must check whether those allowances actually cover the chosen grinder, training run and likely replacements.

That reserve isn't a second full class. It is a limited allowance. If your rehearsal consumes more coffee, buy more and change the budget. If you promise a take-home bag, add its contents and packaging separately. You cannot sell the same coffee as both an emergency reserve and an included gift.

Brewing water is only part of the water requirement. Drinking water, staff preparation, cleaning and any approved utensil process need their own supply. Confirm potable water access, suitable drainage and who replenishes supplies. Measure what the equipment can deliver rather than assuming a sink and a pair of household kettles will be sufficient.

Time the whole preparation sequence at full scale. Include weighing, grinding, moving clean bowls, pouring, recording start times, preparing samples for tasting and dealing with used equipment. Fifty-two successful pours aren't useful if the first table is ready long before the second and the tutor can't guide them coherently.

For our plan, the tutor and assistant must show that they can prepare the samples within the teaching sequence using suitable equipment and safe working routes. If they can't, revise the capacity, method or schedule before selling. Don't solve an equipment delay by silently dropping a coffee from an offer that promises four.

Keep a stock sheet by coffee code. Record what arrived, what the rehearsal used and what remains sealed for the class. After the session, compare actual use with the allowance. This gives the next order a real basis without treating unused stock as proof that you bought badly.

Test the room with the tasting equipment in place

A cafe with twelve spare chairs may still be a poor teaching room. You need space for the samples, worksheets, water and personal belongings, plus routes that allow staff to work without reaching over people with hot equipment.

Our proposed layout uses two learner tables with six places each and a separate tutor position. Each learner has four labelled bowls within comfortable reach. The two tables are served in a rehearsed order, with their preparation times recorded. This layout only becomes the plan after the venue and staff have checked it with the actual furniture and equipment.

Try sitting in every position. Can someone see the demonstration and hear the tutor? Can the assistant reach the preparation area without squeezing behind a seated participant? Where does a person put their bag? Where does a used spoon go if it needs replacing? Small decisions become much harder once the surfaces are full.

Keep the hot-water preparation area separate from arrivals and the route to the toilets. Check the electrical supply with the venue for the equipment you will run together. Agree cable placement, spill response and what happens if a power supply fails. Don't add another kettle during setup without checking whether the arrangement can support it.

Check the room's smell and sound at the proposed class time. Cooking, fragranced cleaning products, roasting activity and a busy grinder can interfere with the exercise or make the explanation difficult to hear. Agree which neighbouring activities will continue and test the lesson under those conditions. A quiet room during a site visit may be noisy on Saturday morning.

Accessibility needs to cover the actual activity. Ask about the route from entry to a usable table, toilets, seating and the demonstration. Check reach distances and whether someone can stay seated throughout. Provide clearly printed codes and describe them aloud, so colour or small writing isn't the only way to identify a sample.

The W3C's accessible events checklist recommends planning accessible venues, asking about access needs and making relevant information available in more than one form. Apply that to the tasting itself. A buyer needs practical information about participation, not simply a statement that the building has a step-free entrance.

Invite access questions before purchase and give a named contact who can answer them. If someone has a difference in smell or taste, discuss what participation could involve without promising a sensory outcome you can't deliver. Some learners may value the explanation and comparison process even when their experience differs from the tutor's.

Finally, confirm occupancy with everyone counted. Twelve learners, two staff and any support people or venue workers all use space. Selling an extra ticket because someone can physically stand by the door doesn't establish that the class can teach or serve them properly.

Build the price around the complete job

Coffee might be one of the smaller costs in the session. The tutor's preparation, room access and the time needed to clean fifty-two bowls can matter much more. If the budget only covers beans and the public teaching hours, the class may appear profitable because you're leaving work unpaid.

Here's a fictional budget in US dollars for the twelve-place class. It assumes the organiser already has access to suitable equipment, with an allowance for its use and wear. Buying the equipment for the first time would require a separate cash plan. The example assumes no sales tax applies, includes all quoted charges in the costs, and excludes income tax.

The costs that remain in this model even if fewer people book are:

• Tutor, $300 for six paid hours, including one hour of individual preparation outside the venue booking and five hours on site.

• Trained assistant, $150 for five hours on site, including arrivals, service support and cleaning.

• Venue, $180 for access from 8:30 am to 1:30 pm.

• Joint rehearsal and service training, $100, paying both staff for an additional session before event day.

• Coffee, $80 for the full 1.6-kilogram allocation, including rehearsal, teaching trial and reserve.

• Base water, washing and cleaning supplies, $50.

• Equipment use and wear, $60.

• Promotion, $60.

• Organiser administration, $60, including booking enquiries and follow-up.

• Contingency, $60, treated as spent when judging the result.

Those costs total $1,100. The hourly rates and allowances are invented for the calculation. Replace them with actual quotes and employment costs, including any legally required additions. If the organiser also teaches, keep the teaching and administration pay in the budget rather than counting it as free labour.

For each paid learner, allow another $9. That consists of a hypothetical $3 selling cost, $4 for individual paper and disposable supplies, and $2 for additional cleaning consumables. The selling allowance is an example, not a Loopyah fee quote. Use the actual platform and payment costs for your event, including how discounts and refunds affect them.

At a $115 ticket price, each sale leaves $106 after those variable costs to pay the $1,100. Ten sales leave a $40 loss. Eleven leave $66. A full twelve-place session leaves $172. In this model, eleven paid places cover the planned costs, but a sellout still provides limited room for an unexpected bill.

Now test a discount. Four tickets discounted by $15 reduce the full-class result to $112, assuming the same costs. An extra $100 of paid preparation or cleaning would reduce the original result to $72. If both happen, only $12 remains. Filling the room has not made those decisions harmless.

Our paid workshop pricing guide explains the wider pricing choices. For this class, the immediate question is whether buyers will pay enough to cover the promised teaching and service. If the answer is no, change the costs or the offer before expanding capacity beyond what the room can handle.

Keep retail sales separate. Someone may buy beans afterwards, but a possible purchase shouldn't fund a session they haven't attended yet. Judge the class first on its confirmed ticket income and full delivery costs. Add actual retail profit afterwards, after paying for the stock sold.

Decide when sales justify running the class

A break-even number helps, but it doesn't tell you when to commit money. Put supplier payment dates, cancellation deadlines and expected ticket payouts on a calendar. You need to know both whether the class can cover its costs and whether you can pay the bills when they fall due.

Suppose you review bookings a week before the class, before the venue and tutor arrangements become fully committed under your agreements. Eleven paid bookings would cover the example's planned costs. Ten would leave the planned $40 loss. That doesn't automatically mean cancelling at ten. It means deciding whether you can afford that loss and any remaining uncertainty, rather than hoping walk-ups will fix it.

The review date must come from your actual contracts. If the tutor needs a firm answer earlier, move the sales review earlier. If you have already paid a non-refundable amount, record it. The decision about continuing should consider the remaining cost and obligations, while the final event result still includes money already spent.

Don't reduce a promised teaching experience casually to make the numbers work. Removing the assistant might save money but could leave the tutor pouring, admitting late arrivals and supervising samples at once. Any smaller-class version needs its own workable service plan and an offer that still matches what buyers purchased.

If you offer an early booking price, calculate the discounted sales mix before launch. If some places have an early booking price, the total number across all prices must remain within the tested class limit. For example, four early tickets would leave eight standard tickets in our twelve-place class.

Loopyah's ticket-selling tools let you set ticket types, prices and quantities, take payment and provide buyers with their QR tickets. Use that booking record for the places you have decided to sell. The operator still owns the class capacity and the way those places are divided between offers.

Set a clear cancellation and transfer policy that meets the rules where you trade. Explain what happens if you cancel, change the tutor or move the date. A class with limited inventory also needs a sensible answer when a buyer asks to send someone else. Tell staff how to verify the replacement without selling the place twice.

For this first session, keep the ticket structure simple. One all-inclusive teaching ticket is enough unless there is a real difference in what someone receives. Don't introduce a spectator option in a small tasting room without checking space, service expectations and whether observing actually delivers something worth buying.

Write the ticket page so buyers recognise themselves

The page should help a curious coffee drinker decide whether this is their kind of morning. Lead with the activity and outcome. A list of origins and equipment brands tells an enthusiast something, but it may leave the intended beginner unsure whether they'll understand the class.

A description for our example could say: "Spend a morning comparing four black coffees with guidance from our tutor. You'll practise describing aroma, acidity and how each coffee feels in your mouth, then use your notes to choose your favourite. This beginner class includes personal tasting bowls, all coffee and equipment, and a worksheet to keep. No coffee knowledge is required."

That is the core promise. Add the exact times, venue, age policy, tutor details, access information and cancellation terms. Explain that coffee is served black, the class is adapted for beginners, and professional certification is not included. State that no take-home beans or meal are included in this example.

Name the tutor's relevant experience accurately. If they hold a current qualification, describe it precisely and check its status. If their strength is teaching consumers, show that. Don't imply that a course, association or credentialing body endorses your independent class because the tutor has studied with it.

Explain caffeine participation before purchase. People should know that the class includes caffeinated coffee and that they can decline samples or stop tasting. The US Food and Drug Administration's caffeine guidance explains that sensitivity varies, that some conditions and medicines affect it, and that decaffeinated coffee still contains caffeine. Avoid promising a universally safe amount or describing a decaf alternative as caffeine-free.

Prepared volume is not an instruction to drink it. Our example prepares four personal bowls per learner so comparisons are available over time. Explain that finishing them is not expected. If someone asks for personal medical advice about participation, direct them to their healthcare professional rather than having the tutor decide for them.

Use honest imagery and examples. A photograph of a professional competition table can imply a very different experience from a seated beginner class. If a pictured bag or coffee isn't included, make that clear. A simple demonstration of the exercise may explain the offer better than a dramatic montage of roasting machinery.

Read the page as someone booking for a friend. Can they tell whether the friend needs experience, whether equipment is provided and whether they must bring anything? Answer those questions before adding more promotional language. The clearer offer is easier for a buyer to recommend accurately.

Rehearse the lesson with people who don't already know coffee

A tutor and assistant can move quickly because they know where everything goes. Beginners will ask where to put a spoon, whether they're allowed to disagree, and what the worksheet means. Your rehearsal needs to expose those questions before paying learners are in the room.

Test the full preparation load with the actual equipment, then try the explanation and exercises with a small group who resemble your buyers. These checks answer different questions. An empty-room equipment test shows whether staff can deliver the samples. A teaching trial shows whether people understand what to do with them. Allow and pay for the time both require; increase the example's preparation allowance if it isn't enough.

Give the assistant a written role during each part of the lesson. Before doors, they check places and clean supplies. During arrivals, they handle entry while the tutor welcomes learners. During preparation, they work to the agreed service procedure. During tasting, they handle replacements and practical questions so the tutor can listen to participants.

The assistant also needs training on what they mustn't improvise. They shouldn't answer an allergen question from memory, change the coffee code because a bowl looks misplaced, or offer an untested medical reassurance. Agree how they reach the tutor or venue lead when they don't know the answer.

Use an original, simple worksheet. World Coffee Research's Sensory Lexicon provides a research-based vocabulary and references for describing coffee. Its website specifies personal-use copies. Check permissions before reproducing that material in a commercial handout. You can link learners to the source and write your own beginner prompts without copying its charts or definitions.

Our worksheet gives each coffee code space for an aroma observation, an acidity comparison, a mouthfeel observation and a personal preference. "I can't name it yet" is an acceptable first note. Ask the learner to compare two cups, perhaps deciding which feels heavier, rather than forcing a precise fruit description they don't perceive.

Test the language aloud. If the tutor needs another technical term to explain every technical term, simplify the exercise. A learner should be able to make a useful observation early, then develop it through another tasting and a conversation.

Have the tutor practise responding to disagreement. "What changed when you tried the second cup?" gives the learner something to investigate. Announcing the bag's tasting notes as the correct answer stops that investigation. The class should make people more willing to describe what they notice, with enough guidance to improve the description.

Run the morning around practice and feedback

The timetable below is a fictional plan for the 10 am to 12:30 pm class. It depends on the full-load rehearsal showing that preparation, cooling and service fit. If they don't, change the plan before promising the times and capacity.

• From 10 to 10:15, welcome learners, explain the outcome, personal equipment and participation choices, and introduce the worksheet.

• From 10:15 to 10:30, compare the dry coffee aromas and record initial observations without revealing the bags.

• From 10:30 to 10:50, staff prepare the samples in their tested order. Learners observe the tutor's demonstration and complete a short independent worksheet prompt while staff concentrate on service.

• From 10:50 to 11:05, allow the planned settling and cooling period, with a break and drinking water available. Staff check readiness under the agreed method before inviting tasting.

• From 11:05 to 11:35, guide comparison across the four coffees as they continue cooling, inviting short notes before group discussion.

• From 11:35 to 11:50, learners revisit samples independently and the tutor helps people clarify an observation.

• From 11:50 to 12:05, reveal the coffees and discuss what the supplier information can explain and what the comparison doesn't establish.

• From 12:05 to 12:20, complete the final paired comparison and personal buying choice, with tutor feedback.

• From 12:20 to 12:30, answer remaining questions and explain the promised follow-up.

The early preparation period needs a real learner activity. Don't advertise two and a half hours of guided learning and leave people watching staff struggle with kettles for a large part of it. Explain what they are observing, make the independent prompt useful, and keep staff free to prepare safely.

Before discussion, give participants a quiet moment to write. Otherwise, the first confident answer may become everyone else's answer. Invite a few different observations and ask people which comparison helped them decide. Keep the discussion welcoming without implying that every factual claim about preparation is equally accurate.

Budget the final feedback time honestly. If the tutor spends one minute responding to each of the twelve learners, that already uses twelve minutes of the fifteen-minute final exercise. That leaves little time for writing or transitions. The tutor can gather observations throughout the guided practice, use concise individual check-ins, and design the final exercise accordingly. Test that arrangement rather than promising detailed private coaching to everyone at the end.

If someone arrives late, the assistant explains the current activity and the equipment rules before they join. Don't restart the full lesson at everyone else's expense, and don't drop them into tasting without the participation information. Publish the late-arrival arrangement so the response doesn't depend on who happens to open the door.

Keep retail discussion outside the promised teaching time. Learners can ask where to buy a coffee, and you can provide the information. They shouldn't lose their final exercise because a supplier wants a sales presentation. If there's an optional shop visit afterwards, describe it as optional and keep the advertised finish meaningful.

Use promotion and emails to prepare the right buyers

Show a small part of the teaching in your promotion. A short example comparing how two coffees feel in the mouth can make the class less intimidating. Let the tutor explain the observation in ordinary language, then tell viewers what guided practice they'll get by attending.

Avoid making beginners feel inadequate to create demand. "Can you really taste blueberry?" can become a public test people would rather avoid. Explain that participants will learn a comparison method and build their own vocabulary. Someone who currently says "this tastes stronger" should be able to recognise a starting point.

Use the tutor's existing audience and relevant local partners where the invitation fits. A roaster, cafe or food venue may have customers who want a structured introduction. Agree what each partner shares and whether they receive a fee or other benefit. Include any paid promotion or referral cost in the budget rather than treating partner sales as free.

Before the class, email the practical details buyers need. Confirm the arrival time, entrance, session length, black-coffee format, equipment provided and access contact. Remind them that tasting is optional and no one is expected to finish the bowls. Keep medical information requests out of a general reply-all thread, and only collect information you actually need through an appropriate private process.

Loopyah's attendee email tools support messages to ticket holders and distinguish event updates from promotional messages. Send ticket holders the information they need to attend this class. An invitation to a future class needs the appropriate marketing permission; buying this ticket isn't a reason to ignore that distinction.

Follow up with what you promised. For this example, send the coffee identities, the original worksheet and a short comparison exercise participants can repeat with coffee they already buy. Check that learners can open the file on a phone and that it doesn't require buying specialist equipment. Don't promise indefinite individual tasting advice unless someone is paid to provide it.

Decide what to change before selling the next date

Start the review with the learner outcome. Could people compare two cups and explain a preference using their own observations? Our guide to measuring workshop learning explains how to distinguish that evidence from whether attendees enjoyed the morning. Both matter, but a positive rating alone doesn't show that the teaching worked.

Ask where participants felt unsure. If several people struggled with acidity, review the comparison and explanation before adding more coffees. If they wanted more practice, protect the practice time before extending the opening talk. Record actual problems in the timetable so you can change the relevant part.

Then settle the money. Compare paid bookings, discounts and refunds with every delivery cost, including extra staff time and coffee used. Charge retail stock to retail sales separately. Check whether the equipment-use allowance reflects wear, and whether cleaning finished within the venue booking. The first class should leave you with a better cost estimate for the next one.

Review incidents and near misses with the venue and staff. A hot-water route that only worked because the assistant kept asking someone to move needs changing. So does a sample code that caused confusion, or a process that depended on the tutor noticing a shared utensil at the last moment.

For the next date, change the problem you actually found. That might mean a smaller class, different coffee selection, longer paid preparation or a higher ticket price. Keep the beginner class if beginners are learning well. Offer an advanced session only when you have a distinct outcome and the staff, method and audience to deliver it.

Before opening another booking, ask the tutor and assistant to confirm the revised plan and costs. You should be able to explain what the next buyer will practise, how the room will serve them and what the session needs to earn. Once those answers agree, you're ready to sell the next class.