Perceptions on economics by freshmen of economics department in the principles class can be summarized with a few words: $quot;difficult, uninteresting and useless.$quot; Unfortunately those perceptions do not seem to change much even after having studied economics during the undergraduate years. One of the reasons why students have lost interests on economics is because professors are emphasizing technical detail of the theories too much. Another reason is that professors do not teach the relationships between the actual economic life and economic theories. One way to change such perceptions is adopting a mock trial approach in teaching economic theories. In the mock trial, students can utilize the economic terminologies and apply theories to the actual economic libel lawsuit. This paper introduces the actual experiences of the mock trial adopted in one of the author`s economic classes. Two student teams of the lawyers have represented their client of plaintiff and defendant, respectively, in a libel case. Each team of lawyers consisting of several students have made their case utilizing concepts such as discount rate and interest rate and life-time income. To dramatize and raise interests of the students, a case has been chosen in which students are involved and accused as plaintiff. We have found that a mock trial approach can be very effective in enhancing creativity, communications and debate skills of students in addition to applying economic theories to the actual economic phenomena. The responses of students gathered after the mock trial have been very positive and favorable towards such an approach. Mock trial approach can be utilized in any lectures where two opposing interest groups are involved such as labor economics, industrial organization, etc.