Moot court simulations– briefing and presenting oral arguments– can dramatically
improve the quality of an advanced undergraduate constitutional law course. In this paper I
discuss the challenges and benefits inherent in utilizing moot court simulations, and offer
suggestions (from my years of experimenting with different formats and a recently conducted
student survey regarding moot court exercises and hypotheticals in the classroom) for
instructors unfamiliar with the process or struggling to find a workable format. In particular, I
address practical considerations such as how to ensure that students are equipped to succeed in
a moot court exercise; the advantages in using abbreviated exercises as an alternative to, or
better yet in conjunction with full-blown simulations; the utility of actual cases– recently decided
and/or pending– as compared to hypothetical cases; and strategies for maximizing student
interest in crafting hypothetical cases.