Recent technological developments have led to a situation in which the employment of clicker technology in the law school lecture theatre is now a feasible possibility. Influential studies carried out in pure science disciplines (Hake, 1998; Crouch and Mazur, 2001) indicate positive results in both engagement and assessment success attributed to extensive clicker use. There is however a paucity of studies outlining the tailoring of this technology to the specific nature of legal education. This paper presents the findings of a small-scale use of clicker technology within the context of a wider study addressing issues of lecture engagement across a law course. These observations are drawn into the existing debate on clicker use by highlighting key emerging themes and commenting upon their potential impact within the field of legal education. An overview is then presented of the small body of literature on clicker use to teach law. This is then analysed to make observations on the opportunities for legal education presented by clicker technology and the factors affecting its adoption on a law school-wide basis.