An understanding of student learning and of the reasons for differential student performance is crucial to improving teaching and learning practices in tertiary education. This article aims to contribute to that understanding by reporting on an empirical study which examined two sets of student texts on the topic "What is law?", written at a six month interval during a semester of tertiary-level introductory legal study. Student development is examined through an exploration of the "cultural models" (Gee 1990) attached to the concept by students at the outset of study and the extent to which changes evident in student writings are connected to these changes. The article suggests some implications for pedagogy that derive from this research. (Contains 2 notes.)