This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book argues that clinicians should examine and make more explicit the links between Clinical Legal Education (CLE) and place-based education. It focuses on insights from the work of French sociologist, and considers the extent to which CLE can function as an engine of social justice and mobility for students through the development of their social and cultural capital. The book focuses on his experience of developing legal clinics in Spain, particularly in light of the structural changes to university education implemented by the Bologna Process. It addresses the limitations of the doctrinal method in the Croatian context, by arguing for developing student reflection on social institutions in the Republic of Croatia and the distribution of primary social goods. The book outlines the limitations of Rawls’ theory of justice.