In the rapidly evolving landscape of higher legal education, particularly in Uzbekistan, the demand for legal professionals who are proficient in English has become more pressing than ever. This monograph delves into the challenges and possibilities of teaching Legal English at the Tashkent State University of Law (TSUL) by integrating the Sheltered Instruction Observation Protocol (SIOP) model into lesson planning and classroom practice. This monograph reveals that Legal English, with its specialized terminology, rigid syntactic structures, and high level of formality presents significant hurdles for non-native learners. These challenges are compounded by the unfamiliarity of common law concepts and discourse patterns, especially in a country where the legal tradition is rooted in civil law. This monograph presents an empirical study on the adaptation of the Sheltered Instruction Observation Protocol (SIOP) model in Legal English instruction at the Tashkent State University of Law (TSUL), with particular emphasis on student feedback collected through structured questionnaires, experimental lessons, and reflective tasks. The research engaged 52 first-year law students representing diverse backgrounds and B1-B2 English proficiency levels. A mixed-methods design was used to explore students perceptions of Legal English challenges and their responses to SIOP-based pedagogy. The study concludes by recommending the institutional adoption of survey-informed SIOP strategies to improve Legal English instruction in Uzbekistan.