This is one of six articles collected into a Special Issue of the Law Teacher on Ethics in Legal Education, published in 1999.
Guy Powles writes from the experience of an Australian law faculty which is embarking on the implementation of a pervasive approach to the teaching of legal ethics. He identifies relevant factors in the Australian context which influence the approach being adopted and considers the lessons which may be drawn from the two main articles in this issue and be applied to the tasks of course design and the persuasion of sceptical faculty members.