Although law schools have historically neglected juvenile justice as a critically important enterprise, they have an ethical and pedagogical obligation to train children's advocates. Law schools should better prepare students to deal with the practical aspects of representing children and other family members and should establish specialized courses that focus on child advocacy. The experientially based teaching model is useful for large juvenile justice lecture classes. At one university, 90 students in a juvenile justice course were divided into five-person advocacy teams to work on simulations, statutory drafting, interdisciplinary research, and writing and filing appellate documents. Small groups facilitated intimacy, cooperative learning, and comparative analysis. 41 notes and 1 table