This article replicates a prior study of student perceptions of captions in a specialized learning context to understand the extent to which captions are useful for students learning specialized vocabulary. It describes the results of a conceptual replication (Christensen et al., "Technology, Knowledge and Learning," 2021) of a nationwide study by Linder (2016) that surveyed undergraduate students regarding their use and perceptions of closed captions and transcripts. In Linder (2016). Student Uses and Perceptions of Closed Captions and Transcripts: Results from a national study. Oregon State University Ecampus Research Unit.) study, a broad range of undergraduate student populations reported that they used closed captions and transcripts as a learning aid to help with accuracy, comprehension, retention, and engagement. This study surveys a smaller group of graduate students in legal education whose academic challenges include mastering a highly specific terminology. Experimental studies have provided evidence that closed captions can help students learn challenging new vocabulary in areas such as foreign language Winke et al. "Language Learning & Technology," 14(1), 65-86 (2010) and science (Marino et al., "Journal of Computers in Mathematics and Science Teaching" 29:31-49, 2010). This article reports on student perceptions of the helpfulness of captions and transcripts, why they found them helpful or not, and how they used them to support their learning. Results indicate that provided captions and transcripts were accurate, students found them helpful with understanding instructors, concentrating, comprehending lectures, learning new vocabulary, and note-taking.