Professional identity was the third apprenticeship in the Carnegie Model of legal education, following knowledge and practice apprenticeship. The Carnegie Report criticized legal education as not being intentional about the formation of professional identity among its students. Professional identity is not paid great attention in China. This paper explores professional identity as the main task of legal education in China. It discusses techniques instructors can use in teach professional identity formation from the visual angle of law students. Bloom’s taxonomy of education objectives suggests the use of key cases with common ethical dilemmas, visual aids, class discussion, simulation or role-playing, moot courts, clinics or experiential methods are suggested to utilize. The main aim of using these tools is to help students place themselves in a legal context reflecting the professional role of lawyers.