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The story of Theranos and disgraced CEO Elizabeth Holmes highlights numerous missed opportunities for effective intervention by corporate counsel. In particular, the lawyers at Theranos served as weak gate-keepers who were easily steamrolled by a power-drunk entrepreneur. The dominant business law pedagogy contributes to this problem by emphasizing litigation mitigation as the primary function of corporate lawyers. This framing improperly minimizes the role and influence of transactional attorneys to the detriment of all involved. Law Professors can change this narrative through much needed pedagogical innovation. Currently, any innovation in business law courses centers on the incorporation of drafting and other lawyering skills. While a valuable component of preparation for practice, this approach is incomplete. I argue that contextualizing the role of corporate counsel in practice is a core competency for law students. By doing so, we introduce students to the challenges and expectations of transactional practice that are often unaddressed by case law. This Article argues for incorporating the concept of 'learning for transfer" within doctrinal business law pedagogy to train and empower good transactional attorneys. [ABSTRACT FROM AUTHOR]