This article argues that good law teaching does not require a solid understanding of education theory. Instead, successful legal education requires four things — knowledge of the subject matter, creativity, interpersonal skills and showmanship — none of them benefitting significantly from any degree of deeper theorising. These observations are followed by some speculations as to the reasons why so many legal academics devote their limited research time to topics falling within legal education theory. Finally, dangers stemming from a misguided focus on legal education theory are highlighted.