The term “globalization” has been applied to everything from economics and technology to socialmedia and market trends. Its use has become somewhat of a cliché1, and it is almost impossible to reada treatment of globalization that does not acknowledge the ambivalence and hyperbole surroundingthe term. The phrase “globalization of legal education” has the power to conjure visions ofsophisticated lawyers-in-the-making jockeying for positions in transnational mega firms, or interningat International courts and dreaming of combating injustice on an International scale. It has beenposited that a working knowledge of the global legal landscape is as indispensible to today's legalgraduate as a working knowledge of digital technological advances.2 Can law really be taught at aglobal scale, or is it still the province of domestic authority? A global lawyer may work in numerousjurisdictions, or at least one different from where they were taught. How does their education preparethem for that possibility? Can a global lawyer work in foreign jurisdictions in matters of privatelaw? Is the “globalization of legal education” just a marketing equivocation for classes conductedin a common language, or about the International legal regime – or is there something substantivelyand pedagogically distinctive about the endeavor? How should global legal education translate intopractice in 2015? This paper endeavors to explore the intersection between globalization of law andglobalization of legal education.