An ethnographic study explored to what extent Trial Practice facilitates interpersonal skill development. Subjects, nine third-year law students enrolled at a large midwestern university law school, were observed over the course of a semester. Data collection included personal observations, informal interviews, fieldnotes, tape-recordings of teacher-student conferences, a questionnaire, and a researcher's journal. Results indicated that Trial Practice has a direct impact on changing student views of law school curriculum, on reformulating students' definitions of the skills needed to become a competent lawyer, and on facilitating students' introspective views of their own learning processes. Findings suggest that legal education should place more emphasis on interpersonal skill development by focusing instruction on training law students not only to "think like lawyers" but also to "feel like lawyers." (RS)