In response to widespread criticism of legal education and profound changes in the legal services market, law teaching is evolving toward embracing skills, values, and professionalism in legal practice. Should legal scholarship also become more engaged in the practice of law? This article contains the reflections on this question of sixteen law professors who gathered for a one day symposium. After a brief introduction, Part II of the article synthesizes the critical issues presented by the question. Part III contains the reflections of the symposium participants. Part IV concludes with several themes participants recommend for their colleagues’ consideration as they reflect on and move us closer toward a clear definition of engaged scholarship.