This article builds on letter writing as a discursive method to engage with university systems, administrators and communities more widely—especially students currently enrolled in law schools, colleges, faculty and practitioners of law—about structural inequalities that are embedded within educational institutions. Making a case for more caste-conscious approaches to legal education, this article critically examines gaps in legal education, especially those that relate to caste, reservation quotas, epistemology and method, and suggests constructive ways of bridging those gaps.