The knowledge base of education-related law is growing at a rapid pace. The increase in federal and state statutes is rising commensurate with litigation that directs teachers on curricular, professional, and social matters. At the same time, numerous studies provide significant evidence that teachers lack an adequate level of knowledge of education law. Variables studied include teacher experience, age, sex, teaching level, education level, geographic location, and membership in professional organizations. In most instances, the studies were inconclusive about the effect of the variables on teachers' knowledge of education law. However, as teachers become older, their knowledge of education law appears to become better. In an attempt to address the documented evidence of an inadequate level of knowledge of education law, policy makers can require courses in education law, and school personnel can require frequent professional development sessions on relevant school-law matters.