At Ball State (Indiana) University, the moot court format's replication of real-world advocacy has been found far more conducive to teaching ethics and values than debate because it provides internal monitoring devices and instantaneous feedback. Of course, the main purpose of the moot court is to polish communication skills. Still, even with this emphasis on communications ethics, ethical and moral questions emerge primarily in three areas: (1) the role of evidence, (2) the use of persuasion and argument, and (3) responsibilities to the client and to society. Questions of evidence are particularly important during the first two sections of moot court, the opening statement and the examination of witnesses. During these phases, accuracy, completeness, relevance, openness, understanding, and reason are stressed. Given the importance of closing arguments and the difficulty of formulating objective rules, students are asked to judge persuasive arguments by effects, truthfulness, type of appeal, intent, and means. Lastly, the realism of the moot court format forcefully impresses upon the students their responsibilities to the client and to society. Although it is unclear whether ethics can be taught, the moot court format does pose many ethical questions that student advocates must grapple with and answer. (Appendixes contain copies of moot court scenarios and agendas.) (JL)