The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. The authors measured clicker use in legal studies among business faculty and investigated perceptions and factors associated with the adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never used or rarely use clickers, and that very few faculty members in the discipline use clickers regularly. Instructors perceive that clickers can improve teaching, but may be reluctant to adopt them because of time constraints.