Globalization confronts law schools with the possibility of, and need for, a paradigm shift on two fronts: the content of legal education and the relationship between school and student. Long ago, law schools made the transition from teaching the law of particular states to being "national law schools," notwithstanding the considerable differences that exist from state to state. Today, as law schools aspire to train global lawyers, might a similar transformation occur in the content of U.S. legal education, in the form of a shift from the national to the international? If so, how might that transformation occur and what new content and approaches will it dictate? Meanwhile, the presence of international students in U.S. law schools is growing requiring, perhaps, a paradigm shift in the way U.S. law schools relate to international students. Ideally, U.S. law schools and would embrace international for introducing the global into the U.S. classroom environment. In the worst-case scenario, however, international students may be poorly integrated into law school life, pressured not to compete with domestic graduates, treated as a pedagogical obstacle rather than opportunity, and generally consigned to the status of second-class student. How can the opportunities presented by a global student body be harnessed to the mutual benefit of both school and student?