To some minds, the problems method is an alternative pedagogical tool to the more traditional case method. PROBLEMS IN CRIMINAL PROCEDURE, however, is designed to help case method achieve its fullest potential and is meant to be used as a supplement to any casebook in criminal procedure. Without the problem method, teachers in criminal procedure generally require students to engage in a Socratic dialogue on case-by-case basis. While this allows the nuances of any given case to be explored, students frequently have trouble relating one case to another. Classroom hypotheticals bridge this gap to some extent, but they suffer the disadvantage of requiring students to respond without prior time to reflect. In addition, oral hypotheticals must often be factually simplistic to avoid confusion and undue consumption of class time. PROBLEMS IN CRIMINAL PROCEDURE avoids these shortcomings. The problems can be assigned in advance for preparation with case material. To prepare answers for the problems, students must synthesize case material from the entire assignment and frequently must incorporate material learned in earlier assignments. In reviewing the problems in class, the teacher has even a greater opportunity to develop rigorous case analysis than the traditional case method affords. Students are also afforded the opportunity to practice exam techniques throughout the semester. Unlike other pedagogical methods, the problem method requires students to do throughout the year exactly what they are required to do on final examinations.