Oral presentations are considered to be effective teaching tools because they add variety to the process of teaching and learning in the classroom. Through these presentations, students are given the opportunity to learn from one another instead of always learning from the lecturer. There is no doubt that communication skills are core skills needed by those in the legal profession. Despite this, the use of oral presentations as a form of assessment is yet to become an integral part of courses in legal studies. This study examines students' perceptions of oral presentations as a form of assessment in their undergraduate law program with the sole purpose of identifying the benefits obtained, the challenges faced and the relationship between these as well as gender and year of study with students' attitude towards oral presentations as a form of assessment. The data for the study was collected by conducting a survey using Likert scale among students pursuing an undergraduate law program. The findings add to the literature on the teaching and learning of legal studies and advances further use of oral presentations as a form of assessment. This is because the researchers are of the opinion that a combination of a summative written exam and assessed oral presentations will create an authentic learning context where the skills developed will enhance students' development of a professional identity in the legal arena.