Perceptions of forces that may restrain the implementation of needed change in legal ethics instruction were investigated in 1984, using a model of resistance to planned change proposed by Goodwin Watson. Based on this model, five barriers to change were assessed: conformity to norms, systemic and cultural coherence, vested interests, the sacrosanct (taboos or rituals of the community), and rejection of outsiders. Interviews were conducted with legal education authorities and qualified experts to identify proposals for change in legal ethics instruction and possible obstructing/facilitating factors. Views of traditional legal ethics teachers about course objectives/content and instructional methods were considered, based on transcripts of conversations conducted by law professor James R. Elkins in 1980 and 1981. While all interviewed authorities believed that change in legal ethics education was needed, they did not agree about the type of change. A total of 225 changes were proposed in 31 interviews. Attention is directed to the 10 most frequently identified changes and supportive/nonsupportive influences, including: increased emphasis on interdisciplinary content and development of supportive materials, increased emphasis on field placement and simulation teaching methods, increased content emphasis on moral philosophy and development of supportive materials. (SW)