Teachers instinctively know that first impressions are important. On the first day of class, instructors want to set the tone, establish expectations, introduce the course, and build rapport. As seen from the academy-wide survey presented in this article, individual approaches to these goals differ widely. Some faculty members use the first day of class to introduce themselves, to conduct "get to know you" exercises for the students, or to review the syllabus and course policies. Others start with the substantive course content, and some engage students with experiential exercises. This article provides an argument for the increased use of experiential exercises on the first day of class, and an exercise for business law faculty to try in their courses.