This study systematizes the contributions on teaching-learning process made by the Revista Pedagogía Universitaria y Didáctica del Derecho through the articles published on its website (2014 to 2019). A qualitative analysis of 64 articles has been carried out based on the following categories: paradigm and curricular approach, strategies in teaching, research, communication skills, liberating teaching, art in teaching, evaluation, ICT, human rights teaching and creativity. We conclude that strategies on teaching law are more prevalent; less presence is observed in the categories of evaluation and creativity.