The following example comes from the PPG's Pipeline program, which ran in coordination with three schools in Pittsburgh. PPG visited each of the three classes eight times and then brought the students to PPG for the one-day conference.

At the conference, the students were randomly assigned to two of four workshops (morning and afternoon). Each workshop gave the students a chance to play the role of a corporate lawyer, specifically:

1) Dispute Resolution (dispute about faulty materials used in making cell phone covers; the students played the roles of lawyers for the customer, PPG, and the raw material supplier to PPG as well as playing the role of the mediator).

2) Intellectual Property (the students had to develop a legally acceptable and commercially attractive trademark for a new athletic shoe).

3) Employment Discrimination (investigation into a workplace complaint about sexual harassment; students played the roles of witnesses, involved parties, lawyers and arbitrators).

4) Warranties (the students prepared an advertisement (including product warranties) regarding a PPG optical product that had to meet legal and commercial tests; they then critiqued the other teams' advertisements based on a point scale for legal and commercial effectiveness).

During lunch, the students selected one of several “career” tables, where they engaged in personal conversations with lawyers in specific areas of law, paralegals and legal support staff. The program's strengths were best captured by the interest and enthusiasm of the students in the workshops at the conference.

Gretchen Roos, Senior Counsel at PPG, noted that, "what made [the experience] so powerful was the development and acknowledgement of the mutual respect between the members of our Department and the students. I think this made a huge difference in the response we got during the workshops – the students felt safe in expressing their opinions, didn’t seem to mind making mistakes, and embraced a new learning experience.

"For many of them, this was their first time interacting with lawyers and any opinions they had on lawyers were either formed by watching them on television or family court disputes. There is really no better way for them to get this positive one-on-one exposure except through a program like Street Law."

Specific feedback from the involved teachers included the following:

Gary Schermer (teacher at Oliver High School): “Volunteers were very well prepared and knew how to communicate with their audience. I think that the workshops were great because they required problem solving skills and cooperation between strangers.”

Sandra Turner (teacher at Taylor Allderdice High School): “The strategies (in the classroom presentations) were quite appropriate and captured the attention of the students. The students had the opportunity to display what they had learned during the classroom presentations, to see diversity at work and then learn some more. The response from the students was very positive.”

Don Wilds (teacher at Schenley High School): “The lawyers used a variety of different teaching strategies. It was a very positive experience. Some of the kids want to be lawyers and have started using the different terminology that they learned."