Court ethnography assignments provide a wonderful way to teach observation skills in an unfamiliar legal setting. Most people obtain their knowledge of legal proceedings from television or movies and students are no exception. But teachers can teach students to closely examine court process and legal behavior in a sophisticated way by assigning them to directly observe courtroom interactions, the needs of lawyers and clients, and the treatment they receive in the legal system. In this paper the author outlines how sociology teachers can use a court ethnography assignment in their non-methods courses, demonstrate its value, and offer some assessments of the quality of student work and learning created by this field work. She concludes with a discussion of strategies for addressing the limitations and concerns of student observations in court proceedings. (Contains 1 footnote.)