This article entails an in-depth case study of one journey to implement and institutionalize an undergraduate law course for elementary and secondary teacher education majors. To provide a context for this case study, the initial section reviews research pertaining to the need for such instruction, as well as commentary on models that have been proposed. Next addressed are the steps taken to launch an undergraduate school law course and to establish its place in the teacher preparation program at a large Midwestern university. This includes a thick description of the course's design, content, and instructional strategies. The final sections explore some benefits of the course and challenges ahead.