This companion to Teaching Law: A Framework for Instructional Mastery shows the power of behavioral approaches to teaching law. Traditional law instruction, especially around the so-called Socratic method, leaves most students passive in the classroom. Behavioral approaches require that students participate in structured classroom exercises in which they use the knowledge and skills that they must learn. This book describes the successes of a three-year project in behavioral instruction supported by a team of behavioral-psychology graduate students guiding multiple law courses. The behavioral instructional designs and principles that it summarizes and articulates have empirical-study support. The book includes instructional-design examples and illustrating classroom vignettes.