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Starting in the 1980s in Canada and the 1990s in France, police started to implement teaching curricula in schools, as part of a risk management and crime reduction program targeting juveniles. This article examines the ways in which the police interpreted and applied their new teaching mandate, and how they developed their teaching heuristics. As a study in the sociology of policing, this article compares the very different ways in which French and Canadian police made sense of their new responsibilities. The article contends that these pedagogical interactions with students help shape the very different ways in which the police in the two countries construct their citizens’ relationship with the law and with its application to real-world situations. The article explores the reasons why the police of France and Canada take such different approaches to their efforts to make the legal order appealing to their young charges.