To explore the relationship between teachers' knowledge of school law and their involvement in litigation, this study examined cases between 2000 and 2008 involving teachers who faced some adverse employment consequence. A total of 130 published cases were analyzed revealing the following: School districts and other school authorities prevail in the majority of cases; more litigation occurs in state courts rather than federal; cases consider a variety of legal issues and theories, both constitutional and statutory; teachers secured positive outcomes slightly more often in state venues; and there may be a shift in courts' analysis of cases involving teacher speech. In addition, this article presents illustrative cases that could have arguably been avoided by better legal literacy. (Contains 2 tables.)