In this Article, the authors set out the arguments for and against credit-plus-pay clinical programs, categorizing the arguments on both sides as either educational arguments or economic arguments. The authors then develop a model credit-plus-pay program. The authors begin with two fundamental premises. First, every law school should be free to design a curriculum that is best suited to serve its own students and produce competent lawyers. Second, each program offered by a law school should be evaluated on its own educational merits, not on the basis of a rigid litmus test such as compensation
