This essay explores the possibilities within Canadian legal education for the development of critical skills, attitudes and practices. It examines the structure and organizational culture of law school, and analyses the assumptions underlying the dominant model of legal knowledge. The conclusion drawn is that at every level, legal education teaches political values, and rewards personal characteristics that are conducive to the preservation of the status quo and which serve to marginalize critical knowledge and practice. The final section considers and commends several modest efforts to make some room for the critical analysis which is so lacking in legal education.