The publication analyzes firstly the current post-Bolonia academic and teaching context and highlights the importance that literature has given to the constitution of teaching teams for the improvement of university education. It also describes 12 specific actions that show a repeated experience of teaching coordination among lecturers of all subjects of a first-year Law Degree course. The actions analyzed are the following: constitution of a teaching team and establishment of fast means of communication; design and presentation of a joint teaching program; design of a continuous joint evaluation for each semester; implementation of a common reading plan; proposal of a plan of complementary activities; development of a joint research work; writing of a basic thesaurus for each subject; coordination on the dates of continuous evaluation activities; meeting of all lecturers to share the grades of the students; other minor initiatives, such as having the possibility to debate and share experiences among lectures. Finally, the authors offer a positive but critical assessment of the experience. Beyond the achievements, which without doubt result in a teaching improvement, the limits of this type of initiatives are also pointed out in a context influenced by curricula that, despite their renewal, still do not take sufficiently into account the learning objectives of the Law Degree.