This article aims at investigating the impact of legal case-based reading task (LCBRT) on law student’s critical thinking (CT) development. For this investigation, the author is looking at the result of LCBRT when it was implemented for teaching English to law students at Law Faculty, the University of Jember (UNEJ) in 2020. In this task, two legal situations were given to the students to think of which one of them belongs to civil case or criminal case. The result showed that with the use of their prior knowledge, vocabulary relating to the two cases, thought, ideas, and information, the law students of this University could creatively present their understandings of both civil and criminal matters in the form of writing.