What would happen if a law school taught professional ethics through an experiential learning-based model rather than through a free-standing professional ethics course? If asked anonymously, what would such a school's graduates say about the experiential approach after a few years of practice? How might their comments compare to what other schools' graduates might say about their more traditional free-standing, classroom-based course? That is one of a number of things we hoped to learn in conducting a survey of 1,000 lawyers who had graduated from law school within the past five years. Part II of this article begins by describing the form of the survey sent to recent law school graduates and explaining how the law schools and graduates were chosen. Part III then discusses the curriculum of the four schools and