This paper examines the value of scholarship in teaching the law to undergraduate students, and its implications for the future of legal education. My point is simple: to the extent that legal scholarship matters in the processes of teaching and learning (which I think is the case), we must achieve a better conceptualization of its uses and misuses. The future of law schools as knowledge communities that "exist to collect, critique, produce, and disseminate knowledge" rests on our ability to recognize the many forms that scholarship takes inside and outside law school. We must expand them even further and most of all, acknowledge that students play an important role in this process. In other words, we must consider scholarship as an inclusive and pedagogical endeavour.