It is easy to lose oneself in both the excitement and enormity of the challenge that has become legal education. The recent publications of Best Practices for Legal Education and Educating Lawyers have reminded us that law teachers are shouldered with a task that extends beyond bar passage, duties that are felt beyond the teacher's own knowledge, and privileges that cannot be enjoyed in isolation, with paper and pen, in the law professor's office. Law teaching practices should focus on effective learning, and so the call has been made to reassess our teaching practices.