A study to determine the relationship of a teacher's characteristics and experience to a learner's cognitive attainment of law-related content is discussed. Over 1,000 learners and 57 teachers who had participated in a Law in a Changing Society Workshop provided data for the study. The workshop provided participants with law-related materials and instructional techniques for standard social studies curricula at various grade levels. Classroom sets of data covered five subject areas: fifth grade United States History, seventh grade Texas Studies, eighth grade American History I, ninth through 11th grade American History II, and 12th grade Civics. Control groups were comprised of classes with teachers who neither attended the workshop nor received law-focused materials. Instruments for both teachers and students contained affective and cognitive items. Results indicate that differences among teachers regarding content knowledge, instructional skills, and teaching experience result in cognitive attainment differences among classes of learners. However, the effect of the individual teacher is more pronounced in the upper grades. (KC)