The use of problem solving models has been successfully applied and subject to evaluation in law school courses. However, the models have not been evaluated in terms of their application to law courses in which non-law (i.e., business) students are involved. This paper discusses the usefulness of such legal problem solving methods for non-law students from a technology use and acceptance framework, presenting data obtained from a pilot study which was the subject of a teaching and learning grant from CQUniversity Australia.