The integration of women into law school faculties was studied to determine the interrelationships among cultural, institutional, and individual influences. Currently available data on women's representation in law schools were analyzed, and data were collected from a national law faculty recruitment conference and through on-site visits to 10 law schools. A sample of 94 men and 28 women law teaching applicants who attended the recruitment conference completed a questionnaire concerning their law teaching qualifications, job search experiences, and goals and aspirations. Additionally, eight matched and highly qualified men and women from the conference were questioned concerning the extent to which the women's job search experiences differed from those of men. Representatives of the 10 schools provided information on such issues as recruitment, hiring, promotion, and tenure. Another investigation involving a sample of 36 women faculty members matched with 36 men on teaching qualifications provided information on entry into law teaching, teaching activities, research activities, perceptions of law teaching, and perceptions of sex differences. Sixteen additional women faculty were studied to gather further perceptions of women law teachers. Lastly, a sample of 140 men and 118 women law students provided perceptions on law teaching as a career option and on women law teachers at their schools. Results revealed that women are, on some measures, being integrated into law teaching; however, some areas of concern are identified. Questionnaires, other research tools, and references are included. (SW)