The relationship between research and teaching has long been at the core of the unsettled debate over the development and distribution of human knowledge. Recently ways to bridge teaching and research has come to the fore in higher education reform again. Partly pushed by the adoption of national academic assessment regimes, most of which are predisposed toward research, and partly charmed by the fame tied to scientific discovery and theory innovation, university academics tend to put more emphasis on research at the expense of teaching. On the other hand, with the job market becoming more challenging and higher education becoming more expensive, demands for better university teaching are on the rise. Research seems to be at loggerheads with teaching. Is this the destiny of university academics? The objective of this article is to reflect upon the long-debated relationship between research and teaching by examining how this relationship plays out in the discipline of the law. In addition, this article aims to provide a better understanding of the relationship between research and teaching in law with the help of pedagogy and education theory.