The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages (n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty representatives (n = 26) were surveyed to triangulate extant data and provide their perceptions on special education law topics in their undergraduate programs. Results suggest universities are superseding legislative requirements, yet there is substantial variability in the decision-making that universities take to teach special education law. Faculty reported high priority for special education law topics but noted a moderate ability for preservice teachers to connect the importance of special education law to their success as educators. The authors discuss their findings and present implications for the field regarding special education law and the preparation of teachers.