Graduate students preparing themselves for a career in school administration are typically apprehensive about the legal issues they will face in their first administrative position. After teaching school law for the first time, the author believed that there had to be a more effective way to reach these students rather than the traditional methods of didactic teaching. His public school experience brought him in contact with a high school teacher, Raymond Rogina, who taught business law and sponsored a mock court competition team. John G. Vanko, the author, proposed team teaching the school law course with Rogina. They discussed the idea of team teaching school law with the dean and permission was given. The instructors developed the syllabus to meet the Illinois Principal Standards and Illinois School Leaders Standards (which parallel the National Council for Accreditation of Teacher Education Standards). Classroom activities were designed to bring "real life" administrative experiences to their Aurora University graduate students. They focused on the students' need for legal knowledge, behavioral characteristics, and situational experiences in order to meet the challenges of their first administrative positions. Four course goals were developed. These goals are (1) To provide classroom experiences that demonstrated the need for teamwork through a collegial working relationship with other administrators and teachers; (2) To thoroughly investigate present-day school legal issues and analyze their historical evolution; (3) To relate classroom activities to the hard issues that new administrators face; and (4) To teach students how to access new legal developments, emphasizing the need to become "lifelong school legal learners."