This Article posits that the University of Georgia School of Law for Clinical Programs course syllabi demonstrate implementation of recommendations found in leading works that advocate for change in traditional legal education. This Article reviews some high points of legal education reform with a focus on clinical legal education and then discusses the role of syllabi in the classroom and the potential within the document that many professors miss. This Article then turns to using syllabi to measure the extent that the clinics are implementing instruction that addresses all three apprenticeships as defined in the Carnegie Report.. To assess the syllabi, the authors begin with the basic model of apprenticeships in knowledge, skills, and values from the Carnegie Report and then use recommendations of best practices found in Best Practices for Legal Education to analyze whether syllabi demonstrate efforts to instruct in each of the three apprenticeships.