This article's goal is to encourage the use of modeling as a pedagogical approach, particularly in business law and ethics education. It attempts to do so in three parts. First, it sets forth the expert-novice knowledge gap problem. It draws on academic research regarding expertise from a diverse set of fields to demonstrate how experts and novices process information differently. Second, the article explains the theory underlying modeling and its promise as a curative instructional tool. Modeling, and its principles of metaexplanation through a multistep process, offers a means of overcoming student learning bottlenecks that the knowledge gap exacerbates. Third, it provides a series of modeling strategies for use by instructors. The strategies offered target the basic skills necessary to successfully engage with materials common to business law and ethics classes, and the substantive application of business law and ethics principles to complex facts. While the strategies presented are specific to business-oriented classes, they are applicable to a wide range of courses and materials.