In this article the authors address the use of a personal response system ("clickers") in legal studies courses. As legal studies professors, the authors both found that the use of clickers transformed their classrooms--both professors and students are more engaged in the material and in the process of teaching and learning. Building off the work of others, they have developed a framework for using clickers in undergraduate legal studies courses that identifies three general focus areas for clicker use: content focused, student focused, and instructor focused. Part II begins with a brief description of personal response systems and how they are used. It also reviews the literature on student engagement and explains why it is an important element of learning. Part II concludes by addressing the link between clickers and engagement, particularly regarding the use of clickers in large-enrollment courses and in law school classes. Part III introduces a three-part framework of clicker use that can be applied to legal studies courses. This framework includes descriptions of the methods and strategies the authors used to introduce legal concepts to students in the classes they teach--"Legal Environment of Business and Business Law I" and "II." This section also includes examples of questions the authors have developed to teach particular topics. Part IV discusses the challenges related to using clickers as a teaching tool, such as the time involved learning the technology, and related issues regarding drafting questions, with recommendations for overcoming them. Part V suggests new areas of research that could build upon the framework and concepts this article introduces.