Law teachers often navigate systems that fail to account for the needs of regulated communities. A key example is the tension for legal educators who engage students in experiential learning where questions of child maltreatment trigger mandated reporting to government officials. These laws place educators in the fraught position of reconciling statutory reporting mandates, duties to clients, and broader social justice considerations. Yet, this tension presents a unique opportunity for educators to confront questions about the implications of mandated reporting, to discuss complex issues about the ethical obligations of attorneys with students, and to work to change the status quo.