This study was undertaken in an attempt to document the perceptions of the legal literacy of educators and to discuss the implications for teacher preparation programs. The research further attempted to study the impact and fear of legal issues on the educational practices of teachers, principals, and university professors and to determine the areas of school law that teachers, principals, and university professors felt should be included in undergraduate (preservice) teacher preparation programs. It was hypothesized that this research design would illustrate differences between the three professional groups and that the university professors would be represented as outliers in the data. This hypothesis was sometimes confirmed, but other interesting findings originated in this research. (Contains 2 tables and 1 figure.)