One-on-one LSAT tutoring, online
Work directly with Peter Keshavan or Bryce Noel.
Our LSAT tutoring treats the test as its own discipline, separate from the application. Each session is one tutor and one student, and your plan is built from your recent practice work.
Who this is for
Three people usually book this.
If you recognize yourself in one of these, tutoring will do more for you than another practice test will.
Starting out
You have not sat the test yet
You want to learn it properly the first time rather than build habits you will spend months undoing. The early sessions set a baseline and a plan.
Stuck
Your score has stopped moving
You are putting in the hours and the number will not shift. Usually the problem is one specific pattern, and it is easier to find from the outside.
Retaking
You are sitting it again
You know your weak section and you do not want to repeat a full course to fix it. Sessions can be scoped to just that.
Your tutors
Your LSAT tutors
Peter Keshavan has taught the LSAT since 1995. Bryce Noel practiced law for ten years before moving into teaching. Both work one-on-one and online, and both begin with your recent work rather than a fixed method. Tell us your score, target and test date when you inquire, and we will suggest which of them fits you better.
Teaching the LSAT since 1995
Peter Keshavan
LSAT tutor · Boston University · University of San Diego School of Law
1995
30+
Nearly 4,000
Teaching the LSAT since
Years teaching
Students taught across subjects
Peter Keshavan brings more than 30 years of teaching experience to LSAT preparation and has been teaching the LSAT since 1995. Over the course of his teaching career, he has worked with nearly four thousand students across subjects and instructional settings, giving him an extraordinary depth of experience working with students at different starting points, learning styles, and academic backgrounds. Peter is a graduate of Boston University and the University of San Diego School of Law, and was admitted to practice law in California. His experience as both a longtime LSAT instructor and a law school graduate gives him an understanding not only of the test itself, but also of the broader context of the path his students are preparing to enter.
What distinguishes Peter’s approach is his refusal to treat LSAT preparation as a standardized process.
A student already scoring in the high 160s who is trying to break into the 170s requires a very different strategy from a student working to move from the low 150s into the 160s. Peter does not believe those students should be taught identically, or that their progress should be measured against the same generic benchmark.
After three decades of teaching, Peter has worked with students across a wide range of abilities and goals. That experience allows him to recognize patterns in how students approach difficult questions, diagnose where reasoning begins to break down, and communicate concepts in different ways until they become clear.
Instead, he begins by understanding the individual student: their current performance, testing history, strengths and weaknesses, target score, timeline, study habits, and the particular patterns preventing them from progressing. He then determines what that student needs to change, strengthen, or approach differently to move forward.
His philosophy is straightforward: meaningful LSAT improvement is personal. Success for one student may mean breaking into the 170s; for another, it may mean making the substantial score increase necessary to become competitive at their target schools. Rather than relying on generic averages or promising every student the same outcome, Peter evaluates progress in the context of the individual student’s starting point, goals, timeline, and development.
That distinction is central to Peter’s teaching philosophy. Individualized instruction does not mean reinforcing every habit a student brings to the LSAT. Sometimes meaningful improvement requires changing the way a student approaches a question, analyzes an argument, manages uncertainty, or makes decisions under time pressure. Peter’s role is to identify those changes and teach them in a way that the individual student can understand, internalize, and ultimately apply independently.
Peter’s teaching style is dynamic, direct, and highly responsive. He believes students make the greatest progress when they are willing to be coached, reconsider approaches that are not serving them, and develop new ways of thinking about the test. His objective is not simply to teach students how to answer individual LSAT questions, but to help them develop reasoning and decision-making processes they can reproduce independently on test day.
At The Law School Admissions Preparatory, LSAT instruction follows the same philosophy as our admissions consulting: there is no one-size-fits-all path to a successful law school candidacy.
Peter’s decades of teaching experience and individualized, diagnostic approach make him an exceptional fit for students who want more than a standardized LSAT program. His instruction combines the flexibility to recognize what each student uniquely needs with the experience to know what needs to change for that student to progress.
LSAT tutor
Bryce Noel
LSAT tutor · J.D., University of Alabama
168
LSAT, first attempt
Bryce Noel earned his J.D. from the University of Alabama after scoring a 168 on the LSAT on his first attempt. He is a licensed attorney and passed the bar exam in three jurisdictions inside of two years. He practiced law for a decade before moving into teaching. What he found, after years in practice, was that the work he valued most was the teaching. For the past two years he has focused on LSAT instruction, working with students on logical reasoning and reading comprehension, and on the pacing the test demands.
"He teaches the way a student already thinks, rather than teaching one method and asking every student to fit it."
That holds whether someone is meeting the test for the first time or trying to solve the one question type that keeps costing them points. The aim is a set of strategies the student can hold on to under timed conditions, not a system they have to remember on top of the test.
3
Bars passed in two years
10
Years in practice
The work
What sessions actually cover.
Logical reasoning
The bulk of the modern test. Argument structure, flaw recognition, and the habits that turn a slow correct answer into a fast one.
Reading comprehension
Reading for structure rather than detail, holding dense passages in view, and managing the section that most often runs out of clock.
Pacing and accuracy
Where your points are actually being lost. Timing, question triage, and the difference between not knowing and not finishing.
Inquiry
Four steps, starting with an honest answer.
Inquiry
Tell us where you are with the test, what is getting in the way and whether you have a tutor in mind. If tutoring is not the right next step, we will say so.
Diagnostic
A look at recent practice work to find where the points are going, rather than where you think they are going.
Plan
An agreed focus and a session count that matches your test date, not an open-ended commitment.
Sessions
One-on-one work with Peter or Bryce, with the approach adjusted as the weak spots move.
Questions
Before you book.
Do I need to be an admissions client to book tutoring?
No. LSAT tutoring is booked on its own. Many students work with Peter or Bryce well before they are ready to think about applications, and there is no obligation to take an admissions package afterwards.
I have never taken the LSAT. Is this too early?
It is not. Starting before habits set is usually easier than correcting them later. The first sessions establish where you are and what the test is actually asking of you.
I only struggle with one section. Can I book just for that?
Yes. A large share of the work is exactly this, a strong test taker losing points in one predictable place. Sessions can be scoped to a single section or a single question type.
How is this different from a prep course?
A course teaches one method to a room. Here your tutor starts from your own work: what you already do well, where the points are going and what needs to change. That matters most for students who have tried a course and found the approach did not fit.
How are sessions held?
One-on-one and online. Session length and scheduling are agreed once we have looked at where you are with the test.
How many sessions will I need?
That depends on your starting point and your test date, and it is not something anyone can answer honestly before looking at your work. The diagnostic exists to give you a real number rather than a guess.
Does tutoring cover the application as well?
No. The test and the application are handled separately. Peter and Bryce teach the LSAT. Admissions strategy, essays and school lists sit with Hanna under the advisory packages.
Which tutor will I work with?
Tell us your current score, target and test date when you inquire. We will suggest whichever tutor fits your situation better, and you are welcome to ask for Peter or Bryce by name.
After the test