Arguing that most sociological studies of police training have been based on two primary dichotomies of formal versus informal and theory versus practice, this article seeks to discuss police work and training by describing the teaching and learning practices at the National Police Academy of Paris. Through describing characteristic teaching situations and by demonstrating how accounts of police work are critical to teaching and learning at the Academy, the author illustrates how studies of police training cannot disassociate technical and legal aspects from teaching and learning at the Academy.