This paper arises out of my experiences as a clinical law professor at Mercer University School of Law. From 1978, to 1983, in a course entitled “The Lawyering Process,” I tried to teach law students what it meant to be a good lawyer and how to be one using a wide variety of teaching methods. I designed the first semester of the course as a classroom study of models of various lawyering tasks, including interviewing, investigating, counseling, and negotiation. During the second semester, students tried the models in practice under the joint supervision of a local attorney and me. We met weekly in seminars and individual conferences to discuss the relative merits of the models and their effectiveness in practice.