Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new language." Students struggle not only with the new vocabulary but also with learning how the law works. It is in this environment that the author proposes the use of a specific teaching strategy taught in schools of education but not law schools. Scaffolding is a teaching strategy where an instructor provides structured support in an activity to help the student get to the next level of learning. It is typically used in a task that is "just beyond the level of what the learner can do alone. The premise behind using scaffolding in a legal environment course is that if students better learn the law and gain confidence in applying the law to problem solve, it will positively impact their experience as learners in that course and in higher-level law courses in business school. This article describes scaffolding as a teaching strategy and then demonstrates its application in a legal environment course through an example developed by the author. The author concludes with the benefits of scaffolding and a recommendation for further assessment.