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Some advice on who to choose for references, what to write in your personal statement, and what your resume should include.

Curriculum Vitae/Résumé

Your résumé should outline work experience since university graduation.  Be sure to clearly identify:  firms/employers, locations, positions held, responsibilities and dates of employment.

You should also outline your participation in volunteer work or community organizations, board appointments, as well as any other relevant accomplishments or information you feel would help your candidacy. 

Please also include a complete summary of your post-secondary education, including any academic awards you have received. 

Purpose of Graduate Study (Personal Statement)

This is your opportunity to articulate (in no more than two pages/1000 words) why you want to be admitted to the GPLLM and why you would be a valuable asset to the program. 

Please address all of the following:

1.    Why have you chosen to apply to the GPLLM and what do you hope to achieve?    Please refer to your career and any other personal details that you think are relevant. 2. Please indicate the concentration(s) for which you wish to be considered and explain why you have chosen that concentration. 3. Please describe the extent and manner in which your current position requires you to engage with the law and legal or regulatory issues. 4.    If you are a lawyer, please explain why you are pursuing an executive legal education.    5. How will you contribute to a dynamic classroom experience?

Reference Letters

Reference letters are an  important  part of your application. Each recommendation should be from an individual who can comment on, and provide examples of your professional qualifications, academic promise and suitability for the program. Ideally, these are from individuals who have supervised you. Note that your referees will be asked to upload a letter - there are no form questions for them to respond to. 

Helpful Hints :

• A reference letter is compelling when the referee provides detailed reasons for supporting your application. A strong reference letter will be based on concrete examples to support the comments the referee is making about you, particularly examples of when the referee observed what they are stating. 
• Please refrain from soliciting references from peers, co-workers or direct reports.  Personal references are also ineligible (e.g. friends, family members, etc.).
• Please share the following questions with your referees to help guide their reference:

  Comment and provide examples on the following: 

•   Does the applicant have the academic capacity to succeed in the program? 
• Will the applicant benefit professionally from taking the program?
• Will the applicant contribute to the classroom and learning experience of others?
• Does the applicant have both the time and the motivation to succeed in the program?

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University of Toronto Faculty of Law

Global Professional LLM 78 Queen's Park Toronto, Ontario Canada M5S 2C5

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The OLSAS application for first-year English programs for fall 2024 admission is now closed.

If you submitted a 2024 application, you can log in to:

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Other OLSAS programs remain open. ( Key Dates )

Home / OLSAS Application Guide / OLSAS – University of Toronto

OLSAS – University of Toronto

Refer to the application and the university's website for up-to-date program details.

Table of Contents

About the university of toronto faculty of law, first-year programs, upper-year programs, admission categories, first-year requirements, upper-year requirements, general requirements, all applicants, first-year process, upper-year process, additional information, contact information.

The Faculty of Law at the University of Toronto is an exceptional legal learning community. A student body with diverse ethnic, cultural, political and socio-economic backgrounds, experiences and interests complements the academic strength and intellectual ambition of our faculty.

Each year we produce a class of Juris Doctor (JD) graduates with outstanding employment prospects by exposing our talented students to a deep curriculum taught by professors with international reputations for scholarly excellence, all in close proximity to Canada’s leading legal and financial markets.

• Read more about our history, inclusivity, diversity and recent JD class profiles.
• Indigenous candidates are encouraged to learn about our extensive array of opportunities and support by connecting early to our Indigenous Initiatives Office .
• Make lasting social and intellectual bonds with your peers by participating in an active and engaging student life .
• Explore the impressive range of courses in 20 legal focus areas delivered in lecture, seminar, intensive and practicum formats by outstanding legal scholars and practitioners.
• Discover the variety and scope of hands-on experiential learning outside of the classroom through clinics, externships, internships, mooting and volunteer programs.
• Be reassured by our exceptional preparation and skill development resources for attaining a successful and rewarding career after graduation .

Program Information

Juris doctor (jd).

The JD program provides the fundamental education required to pursue a career in law.

Our program challenges students to think broadly and deeply about the law, prepares them both in and out of the classroom to excel in the fields of their choice, and provides them with the competitive opportunities that only a top-ranked program can offer. In return, we rely on our students to carry on the traditions of excellence and service that have earned this Faculty its place among the top legal educations in the world.

We strive to ensure that our community is welcoming, accessible and inclusive. Our vision is a legal profession that fully reflects the diversity of our society.

JD Combined Programs

The Faculty of Law partners with other faculties and departments at the University of Toronto to offer several special combined degree programs.

Combined programs allow students to complete the JD program and 1 partner graduate degree program together. The combination refers to being registered in the 2 programs simultaneously rather than in a single packaged program of courses with blended content. With the combined registration, you complete the 2 degrees sooner than if you took them separately.

For combined programs, you must apply separately to each program by its respective application deadlines and procedures and satisfy its respective admission requirements. The partner program will apply its own admission standards for selection to its program.

In your OLSAS application, select both the appropriate JD program (first-year or transfer) and the desired combined program(s) (e.g., JD/MBA) as your program choices.

The University of Toronto currently offers the following combined programs:

• Master of Arts – Criminology (3 years)
• Master of Arts – Economics (3 years)
• Master of Arts – English (3 years)
• Master of Arts – European and Russian Affairs (4 years)
• Master of Business Administration (4 years)
• Master of Global Affairs (4 years)
• Master of Information (4 years)
• Master of Public Policy (4 years)
• Master of Social Work (3 years with a BSW completed 4 years without a BSW)
• Doctor of Philosophy – Criminology
• Doctor of Philosophy – Economics
• Doctor of Philosophy – Philosophy
• Doctor of Philosophy – Political Science

As a prospective combined program student, be aware that because the first year of each of the combined programs includes only courses at the Faculty of Law, it is possible to apply to add the non-JD partner program while enrolled in the first year of the JD program.

In addition to these combined programs, we offer several graduate certificate and collaborative programs that you can add to your JD studies. During your initial academic year of enrollment in the JD, apply internally at the law school and not through OLSAS.

Certificate and collaborative programs include:

• Certificate in Aboriginal Legal Studies
• Certificate in Environmental Studies
• Certificate in Sexual Diversity and Gender Studies
• Collaborative Program in Jewish Studies

JD Transfer

Candidates who are in their first year of a JD or Bachelor of Law (LLB) program at another common law school (Canadian or non-Canadian) may seek to transfer into the second year of our JD program and proceed to complete our JD.

Candidates who are in their first year of a JD or LLB program at another common law school (Canadian or non-Canadian) may seek to complete both our JD and a combined partner degree, by transfer into the second year of our JD program and, separately, entry into the first year of a partner program.

JD Visiting Student on a Letter of Permission (LOP)

With the written permission of their law school, candidates who are in their second year of a JD or LLB program at another common law school (Canadian or non-Canadian) may seek to attend for 1 semester or an academic year as a non-degree student, to study from an approved set of courses.

National Committee on Accreditation (NCA) Courses

Regardless of your immigration status in Canada, if you have a law degree from outside Canada or a civil law degree from the province of Quebec and are seeking to qualify to practice law in a common law province in Canada, you must first consult the  NCA .

The NCA examines the qualifications of internationally educated applicants and makes recommendations on behalf of the Law Society of Ontario (and all other law societies in Canada) as to the further study of law required before you are qualified to enter a province’s licensing process.

In most cases, the NCA will recommend that you successfully study specific subjects. You may demonstrate successful study of these subjects by completing specific courses at a Canadian law school and/or by passing NCA challenge examinations.

NCA Options at the Faculty of Law

There are 2 options at the law school for those who would like to meet the NCA’s requirements:

• Global Professional Master of Laws (GPLLM) program This is an executive-style, 12- or 24-month graduate degree focused on law from an international perspective. Classes are held 1 evening per week and on occasional weekends and are taught by a combination of distinguished faculty and experienced practitioners. Depending on your NCA assessments, you may simultaneously complete both the GPLLM and meet some or all your NCA requirements via the concentration in Canadian Law in a Global Context. GPLLM law courses in the other concentrations may also be available to you.
• Specific JD program courses (non-degree enrollment) For this option, the Foundations of Canadian Law, Legal Research & Writing, and Professional Responsibility are not available as individual (stand-alone) JD courses for meeting NCA requirements. Admission is on a fee-per-course basis. The fee is estimated at $8,780 plus HST (13% tax) per course for 2024-2025 (subject to change in future academic years).

Note:  Interviews for articling placements in Ontario generally occur during the summer, 1 full year prior to the start of the placement. Consult the  Law Society of Ontario  or call 416-947-3300 to confirm procedures and deadlines for the Articling Program and the Law Practice Program.

We base selection primarily on your performance in previous legal studies (including the results of NCA challenge exams) and the Admissions Committee’s assessment. If you have failed any NCA challenge exam, you will not be considered for admission.

Non-degree NCA students are not eligible for financial assistance from the Faculty of Law.

For all program selections, choose 1 of 3 applicant categories:

General Applicant Category

Most applications are made in the General category. In this category, you must have successfully completed at least 3 years of full-time undergraduate study (or equivalent) of an approved course, leading to a degree at a recognized university, by the end of May in the year of entry.

Mature Applicant Category

You must have at least 5 complete years (that may not be consecutive) of non-academic experience (experience outside of full-time study) by September of the year of entry to apply as a Mature applicant. With growing numbers of excellent applications in recent years, admission through the Mature category is virtually as competitive as the General category.

Indigenous Applicant Category

Indigenous applicants, including those of First Nations (status and non-status), Inuit and Métis heritage, represent unique groups in Canada and are given special consideration when applying to the Faculty of Law. We strongly encourage Indigenous applications.

Current Indigenous students, the Indigenous Students’ Association Faculty Advisor, the Manager of the Indigenous Initiative Office and the Assistant Dean, Students, are delighted to speak with you about life at the law school.  Email the JD Admissions Office  to arrange an introduction.

Applicants who satisfy both the Indigenous and Mature applicant categories should select the Indigenous applicant category only and may also provide a resumé for their application.

We encourage Indigenous applicants to outline their identification with, involvement in and connection to their communities.

Black Student Application Process (BSAP) Stream

Separate from, and in addition to, choosing an admission category (General, Mature or Indigenous), Black candidates seeking to earn our JD degree are strongly encouraged to self-identify and select the optional U of T BSAP stream which aims to increase Black law student representation at the Faculty of Law.

We recognize that the unique perspectives and experiences of Black individuals and Black communities deepen the talents and perspectives in law school. The BSAP is an important part of our commitment to ensuring that legal education is accessible to talented students from all segments of Canadian society and that the legal profession represents the diverse communities that lawyers serve.

The BSAP stream does not have a designated quota for admission. You must meet the same  LSAT requirements  and academic requirements for admission that we seek from all candidates.

You must apply to either the JD first-year or transfer program by our standard deadlines and procedures and, in the School Submissions section of your OLSAS application, you must also:

• select the BSAP option and
• submit a BSAP Essay highlighting why you chose this stream.

The BSAP Admissions Committee reads all your required written submissions, including your:

• Personal Statement (mandatory)
• Optional Essay (if you choose to submit one)
• BSAP Essay (mandatory, if opting for BSAP stream)

Admission Requirements and Supporting Documents

Academic eligibility.

Prior to entry, the successful completion of at least 3 academic years’ worth of education in a program leading to an undergraduate degree from an approved, recognized institution.

Candidates must be eligible separately for both the JD and the combined partner program.

Transfer Eligibility

Regardless of immigration status in Canada, candidates who have completed all of the following are eligible:

• At least 3 years of full-time undergraduate degree studies (exclusive of law school studies).
• No more than the first year only, of an LLB or JD program at another common law school (Canadian or non-Canadian), prior to entry at UofT Law.
• Administrative Law
• Canadian Constitutional Law
• Contract Law
• Criminal Law
• Legal Process
• Property Law

Candidates must also be in good standing (academic and student code of conduct).

Letter of Permission Eligibility

Regardless of immigration status in Canada, candidates who have successfully completed 2 years in a JD or LLB program at another common-law school are eligible.

NCA Eligibility

Regardless of immigration status in Canada, candidates must have obtained an NCA evaluation to be eligible.

Candidates who sat NCA challenge exams must have a passing grade for each exam attempt.

Personal Statement, Optional Essay and Black Student Application Process (BSAP) Essay

The Admissions Committee does not conduct interviews. For this reason, every applicant is required to submit a Personal Statement and is encouraged to also provide 1 Optional Essay, plus where appropriate, 1 optional BSAP Essay. After a UofT JD program has been selected, you may enter the contents for each document in its designated text box in the School Submissions section of the OLSAS Application.

Use as many of these documents as permitted, to highlight your academic, personal and professional accomplishments, and share with the Committee a more 3-dimensional picture of yourself and your vision for your legal education at the University of Toronto. Successful personal statements and essays tend to be those that feature clear and authentic writing. In all your written submissions, try to avoid repetition when you write about your candidacy.

All personal statements and essays of applicants who are offered admission are read independently by at least 3 (and as many as 6) Admissions Committee members, that include students, senior administrative staff and faculty members. The BSAP Essay will include Black-identified readers and alumni.

• Personal Statement

The context of the mandatory Personal Statement (maximum 5,000 characters) is not prescribed; however, you may wish to outline the following:

• How your identity, background and experiences will contribute to the diversity of the law school.
• Your choice of undergraduate program and institution.
• The extent to which it has prepared you for studying law.

The Personal Statement is also an opportunity to highlight your non-academic accomplishments and any circumstances that may have contributed to, or detracted from, your academic and non-academic success, such as:

• the response to disadvantage due to adverse personal or socio-economic circumstances,
• the response to barriers faced by cultural (including racial and ethnic) or linguistic minorities and
• the impact of temporary or permanent physical disabilities.

Briefly discuss any anomalies in your academic record, including false starts, fewer than 5 courses over 2 terms and introductory courses taken in third or fourth year of a program (if applicable).

You may want to write to the Committee about the different ways you see yourself contributing to the law school and legal community.

We encourage Indigenous applicants to outline their identification with, involvement in, and connection to their communities in their personal statements or optional essays.

• Optional Essay

You may choose to add 1 Optional Essay (maximum 2,500 characters) to provide additional personal information that addresses 1 of these topics:

• A meaningful intellectual experience
• A vision of your future goals
• How you overcame obstacles to achievement
• How your identity, background and experiences will contribute to the diversity of the law school (if not already addressed in the Personal Statement)

For Black applicants, in addition to the mandatory Personal Statement and 1 Optional Essay, we recommend that you submit 1 optional BSAP Essay (maximum 2,500 characters) since it offers a unique opportunity to describe your strengths and accomplishments, vision for your own legal education and to tell your story.

There is no template to follow to express and describe yourself. In all your written submissions, try to avoid repetition when you write about your candidacy.

Sample topics include:

• describing why you chose the BSAP stream,
• writing on an issue that you feel is important to the Black community or
• sharing your motivations and inspirations.

Whether you choose to use or reference any of these topics, you should relate what you write about to a legal issue and/or the study or practice of law.

Law School Admission Test (LSAT)

First-year entry:

• The LSAT is mandatory, no exceptions.
• For entry in 2024, the earliest acceptable test is the June 2019 test, and the last acceptable test is the January 2024 test.

Upper-year entry:

• For transfer and LOP applicants, the LSAT is mandatory, no exceptions.
• For entry in 2024, the earliest acceptable test is the June 2019 test, and the last acceptable test is the April 2024 test. NCA applicants do not require the LSAT.

Test takers:

• You are strongly encouraged to take the LSAT on an earlier test date, instead of relying on the last acceptable test date. You must have a completed the LSAT comprising both the Multiple Choice portion and the LSAT Writing portion for admission consideration.
• You must add your LSAC account number (e.g., L1234567890) to your OLSAS account for OLSAS to retrieve your LSAT results and distribute them to us. If you register for a test that will be held after you submit your OLSAS application, then you must add or revise the future test date in your OLSAS account.

References, Interviews and Resumés

References are not requested and, if submitted, will not form part of your file.

Interviews are not used for admission.

Resumés are required and considered for Mature applicant category candidates only, since years were spent outside of academic study. There is no limit to the length or style of the resumé.

All candidates must complete the Autobiographical Sketch for their OLSAS Application, regardless of application category.

English Language Proficiency

A test of English language proficiency is not required or requested.

International, Exchange and Study Abroad Transcripts

If you completed your undergraduate degree (or completed more than 1 academic year of study) at a postsecondary institution outside of Canada or the United States, you are expected to submit a third-party course-by-course evaluation of your transcripts from  World Education Services (WES)  for admission review.

WES evaluations are not required for:

• NCA applicants
• Law school transcripts for transfer and Letter of Permission applicants from the United Kingdom

For student exchange and study abroad course work, you must arrange separately for both your host and your home institution to submit their official transcripts to OLSAS directly. This is in addition to the submission of the official transcript by your home institution. A WES evaluation is not required for courses taken as part of an exchange or study abroad program, as long as either the transfer credits or the grades for these courses appear on your home institution’s transcript.

NCA applicants:  Ask the NCA to include your law school transcripts with your NCA assessments.

Admission Process

Measures to safeguard the integrity of the admission process.

All application elements for admission to the law school are expected to be complete, authentic, true and, where applicable, your original work without the use of artificial intelligence. The Faculty of Law reserves the right to verify the authenticity and originality of all submitted application materials and, at its sole discretion, may revoke an offer of admission or take any other reasonable steps to safeguard the integrity of the admission process.

First Year: Filing Applications and Late Applications

The process is the same for domestic and international candidates. Arrange for the submission of these items directly to OLSAS by November 1, 2023:

• OLSAS Application, including the Autobiographical Sketch
• Official and original copies of all postsecondary academic transcripts
• LSAT score(s)
• A Personal Statement
• The BSAP Essay (mandatory for BSAP stream applicants)
• Resumé (for Mature applicants only)

If you are a Mature applicant, you must submit your resumé using Secure Applicant Messaging (SAM) in the OLSAS Application.

OLSAS applications are due by 11:59 pm (ET) on November 1, 2023. You must submit your application, including the items in (1), and (4) to (7), by the listed deadline even if other required items are not yet complete or available.

Arrange for the submission of late items directly to OLSAS as soon as they become available. Applications will be reviewed only after all documents are received.

Late Applications

If you believe you will not meet the application deadline due to the late arrival of supporting documents, then it is best that you still apply by the application deadline, instead of waiting for all your documents before you apply. By applying by the deadline, you will avoid the need to make a written request to allow a late application.

We will consider requests to submit late applications. 

We will be more receptive to requests for late applications that are accompanied by unofficial copies of all postsecondary transcripts (and LSAT scores, if the LSAT was taken by the time of the request).

First Year: Selection and Timing of Admission Decisions

There are no quotas for any category of applicant. Applications will be reviewed only after all required items are received. A full-person holistic review will be based one-third on the personal profile and two-thirds on the academic record and LSAT.

We will notify you of the admission decision by email.

We expect to make 3 main rounds of offers of admission:

• In early December
• In mid-February
• In mid- to late March

We will establish a waiting list when we expect that all of the places in the class may be filled (around the beginning of April).

Conditional Offers of Admission

If you apply to the JD first year with undergraduate or graduate courses or degrees in progress, we may admit you on the condition that you complete those courses or degrees prior to enrollment.

We will list admission conditions in your offer letter. Official final transcripts are due to OLSAS by June 30, 2024.

First Year: Deferrals and Re-application

Deferrals may be granted at the discretion of the Chair of the Admissions Committee. We consider written requests for deferrals on an individual basis after you are offered admission, and have accepted our offer and paid the admission tuition deposit.

Re-application

Candidates who wish to re-apply in a subsequent application cycle must submit a brand new application to OLSAS, including all required application components and supporting documents, since OLSAS does not retain them after a cycle has ended.

Admission consideration will be based on the strength of the new application submitted for the subsequent cycle.

Upper Year: Filing Applications and Late Applications

The process is the same for domestic and international candidates. Please arrange for the submission of the items that are relevant to your application type, directly to OLSAS by May 1, 2024:

• Official and original copies of all postsecondary academic transcripts, including final grades for law school courses
• A letter from your current law school indicating you are in good standing and have not been subject to any disciplinary action
• A Letter of Permission from your current law school
• A copy of the NCA evaluation
• A copy of the results of all NCA exams taken
• A written note specifying if you intend to take, or not take, any NCA exams before enrolling at the law school

Transfer Applicants

• Submit (1) to (7).
• For (7), arrange for your school to submit the letter to OLSAS directly.

Letter of Permission Applicants

• Submit (1) to (4) and (6) to (8).
• For (7) and (8), arrange for your school to submit the letters to OLSAS directly.

NCA Applicants

• Submit (1) to (4) and (9) to (11).
• For (2), ask the NCA to include its copy of your law school academic transcripts with the copy of the NCA evaluation.
• You must submit (9) to (11) using SAM in your OLSAS application.

All Upper-year Applicants

• You must submit your application, including the items in (1), (3), (4) and (5) by the listed deadline even if other required items are not yet complete or available.
• Submit late items directly to OLSAS as soon as they become available.

Applications will be reviewed only after all required items are received.

Upper Year: Selection and Timing of Admission Decisions

There are no quotas for any applicant category. Applications will be reviewed only after all required items are received. A full-person holistic review will be based on the completed applicant file.

We will notify you of the admission decision by email, on a rolling basis, as files become complete.

Conditional offers of admission and deferrals of admission are not considered for upper-year applicants.

Upper Year: Deferrals and Re-application

Deferrals are not considered for upper-year applicants.

Eligible candidates who wish to re-apply in a subsequent application cycle must submit a brand new application to OLSAS, including all required application components and supporting documents, since OLSAS does not retain them after a cycle has ended. Admission consideration will be based on the strength of the new application submitted for the subsequent cycle.

Add Our Email Address to Your Contact List as a Trusted Sender

We will use email as the primary means of communicating with applicants, including acknowledging the receipt of your application via OLSAS and our final admission decision.

As we may use a secure mass emailer, provide a valid email in your application and add “[email protected]” as a contact to your email address book. This will ensure that you will receive our messages in your inbox rather than in a spam or junk folder.

Application Fee Waivers

You may request an exemption from the $115 OLSAS institutional fee for our law school if you are applying for entry into the first year or transfer into the second year.

Fee waivers must be approved by our JD Admissions Office prior to submitting your OLSAS application.

We reserve the right to verify your waiver declaration. A false declaration may result in immediate rejection or in the revocation of an offer of admission or registration at the law school.

Financial Aid

The JD Financial Aid program at the Faculty of Law  at the University of Toronto was designed and developed by students for students. A committee of faculty members and elected students, chaired by the Assistant Dean, JD Program, administers and monitors this aid program, which is available to domestic students.

Two basic ideas frame our JD Financial Aid programs and policies:

• We are committed to ensuring that financial aid is available to those students who require it most.
• We believe that the emphasis on financial need as the main criterion for financial assistance serves both the law school and the broader community by ensuring access to legal education. Most of our financial aid is allocated based on financial need.

In 2022-2023, the JD Financial Aid program distributed over $4.9 million in bursaries and loan interest payments. 88% of students who applied for financial aid received it and the average bursary was approximately $21,000.

If you apply for our financial aid, you must also apply for Canadian government student aid.

All domestic University of Toronto JD students (including transfer students) are eligible to apply for the Faculty of Law JD Financial Aid program. LOP, NCA and international students are not eligible to apply for our JD Financial Aid program.

For an instant estimate of aid funding from the law school use our  exclusive online aid estimator . The calculated aid package will be an estimate for 1 year of study and will be tailored to your financial means. The estimator allows you to obtain a funding estimate before or after applying for admission.

Residence and Housing

Incoming first-year JD students admitted by May 15, 2024, can access approximately 30 guaranteed spaces at the on-campus  Graduate House residence .

If you are seeking housing for your family, you should consider the  U of T University Family Housing  high-rise units, located a 15-minute walk east of the law school. There are 2 guaranteed housing spaces for these units for first-year JD students.

In early May, JD Admissions will send an email with instructions on how first-year JD students may secure either type of guaranteed residence space.

JD Admissions Office Faculty of Law, University of Toronto 78 Queen’s Park Toronto ON  M5S 2C5 Canada

Telephone: 416-978-3716 Email:  [email protected]

Admission Inquiries

Review the Faculty of Law’s admission policies and procedures .

Admission advisors are available to answer questions in person, by telephone or in writing. They are extremely knowledgeable about the admission process and can assist you with most matters about your applications.

Information Sessions and Campus Tours

We invite you to meet with us at any of our tours or admission information sessions.

Recent News

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These admission policies apply to both domestic (Canadian citizens and permanent residents) and international applicants.

Statement of Admission Policy

Application of admission policy.

• Standards for Admission: competitive LSAT scores & GPA
• General Applicants

Mature Applicants

• Half Time Program

Deferral of Admissions

Previous applicants, notice concerning freedom of information and protection of privacy.

The Faculty of Law seeks to identify and select a student body of diverse interests and backgrounds that demonstrates unusual promise for distinguished performance at the law school, and, subsequently, in the legal profession and community.

The law school is enriched by a student body made up of students from various ethnic, racial, cultural and socio-economic backgrounds, from different regions of Canada, as well as a range of academic disciplines, careers and community and extracurricular experiences.

The Admissions Committee, chaired by a faculty member and including the Assistant Dean, JD Program, several other faculty members and a number of third-year students, chooses those applicants it judges are likely to complete the program with the greatest intellectual return. The Faculty believes that the qualities of mind and personality necessary to satisfy its requirements are:

• high intelligence;
• sound judgment;
• the capacity and motivation for demanding intellectual effort;
• the capacity and motivation to engage in sophisticated legal reasoning; and
• an understanding of and sensitivity to human interaction.

As evidence of these qualities, the Admissions Committee looks to a number of factors. These include:

• academic achievement;
• The standard Law School Admission Test (LSAT) score(s);
• non-academic achievement;
• the response to disadvantage due to adverse personal or socio-economic circumstances or to barriers faced by cultural (including racial or ethnic) or linguistic minorities;
• motivation and involvement in academic and non-academic activities; and
• the impact of temporary or permanent physical disabilities.

The Faculty seeks a diverse, stimulating and highly motivated student body. Thus, the Admissions Committee also gives weight to work experience, graduate study, outstanding accomplishment in a non-academic activity, and other special circumstances brought to its attention.

Admission to the Faculty of Law is selective. In each cycle, generally 2,000 applications are received for about 200 first-year places in the JD program, with fewer than 300 offers of admission. There are three categories of admission: general, mature and Indigenous. Within each admissions group, an applicant's file is reviewed carefully in its entirety. Black students may apply through the Black Student Application Process (BSAP) . The Committee reviews applications taking into account a wide array of considerations. Accordingly, it is not possible to predict the probability of admission using numerical indices.

The Admissions Committee's approach means that it gives a full reading to the materials submitted, and considers many academic, professional and personal factors in its attempt to evaluate each candidate's demonstrated potential for enriching the Faculty and, thereafter, for contributing meaningfully to the legal community and society. However, in view of the large number of candidates whose applications disclose excellent academic records, strong LSAT scores and worthy non-academic accomplishments, candidates without these characteristics are less competitive for admission.

Because of the large number of applications, no formal interviews or in person meetings are conducted. The JD Admissions Office staff is available to answer questions in person, by telephone, or in writing. They are extremely knowledgeable about the admissions process and able to assist applicants on all matters regarding their applications.

Assessment of Academic Record

Our review of an applicant's undergraduate record is based on the principle that undergraduate records should be compared as fairly as possible across applicants. For this reason, we examine the pattern of the intensity of the course work taken across an applicant's undergraduate career (light versus heavy, full-time versus part-time, co-op versus regular, introductory versus upper-year courses, courses on exchange, courses during the summer term). We also examine the patterns of results the applicant achieved in that coursework (increasing trends, sustained periods of strong performance, short-term deviations, cumulative results, etc). Moreover, we take into account the nature of the program and the undergraduate institution (or institutions) at which an applicant has studied. Specifically, programs and institutions have varying grading practices, which we take into account in our assessment. In general, the Admissions Committee examines each applicant's academic record with a view to meaningful and fair comparisons of undergraduate performance.

The Faculty does not recommend particular graduate or undergraduate courses for those seeking admission. Many outstanding law students come to law school from undergraduate disciplines or other experiences seemingly unrelated to the study of law. It is suggested that students treat these experiences as ends in themselves rather than as preparation for law school.

The most competitive applicants are those with a consistent record of academic achievement over three or four years in a challenging undergraduate program, and, if applicable, in graduate work as well. In the absence of special circumstances, an inconsistent undergraduate record will normally be less competitive. In borderline cases, a very strong performance in a graduate program may overcome modest weaknesses in an undergraduate record, but will not usually overcome an undergraduate record which is otherwise uncompetitive. An applicant's academic record and LSAT score (or scores) are considered together and in context. That is, an applicant with a superior academic record may be admitted with less competitive LSAT results. Similarly, an applicant with superior LSAT results may be admitted with a less competitive academic record.

More information about how the academic record of currently-registered students is assessed can be found in the Application Procedure section. 

Standards for Admission 2019-2023

Competitive lsat performance.

HIGHEST LSAT OF FIRST YEAR JD CLASS BY YEAR OF ENTRY  

Understanding the Percentile Distribution of the Highest LSAT Score of the Class

Calculation of Admission GPA

All courses  in the entire post-secondary record are considered and valued,  regardless of which will be used in the GPA calculation,  i.e. all courses, undergraduate and any graduate, including summer courses are considered.  In addition to the GPA calculation, we review transcripts to better understand the performance on the entire academic record. The admission GPA is calculated on undergraduate courses only, using the best three academic years (traditionally using both the fall and winter sessions per year) of full-time study from  all years  of undergraduate study. For the definition of full-time study please refer to the OLSAS Data Legend .

A GPA calculation is not always possible Please note that the GPA as we calculate it, is just a starting point. In many instances it cannot be obtained mathematically due to the nature of the full post-secondary academic record, such as, but not limited to, candidates who:

• enrolled in co-op programs
• participated in exchange programs
• attended institutions located outside of Canada or the USA
• attended different institution types (e.g. CEGEP and university, Ontario CAAT and university)
• enrolled in a mix of part-time and full-time course loads

This is not cause for alarm. The performance on courses taken - wherever and however - will be assessed on its own merit, as described in  Application of Admission Policy  above. Therefore, all candidates should focus on how they performed in general, instead of a GPA calculation.

Note on courses taken on a student exchange/study abroad Applicants must arrange for the submission of official transcripts from the exchange/study abraod host schools to OLSAS directly.

It is customary for the home institution, on its own transcript, to list the amount of credit granted only, and not list the grades obtained for exchange/study abroad courses. Regardless of how the home school treated the exchange/study abroad courses toward the home school's degree requirements, the exchange/study abroad grade performance will be assessed on its own merit using the host institution's transcript and grading scale. With different grading scales, the regular method of calculating our GPA may not be possible, and instead the performance at each institution will be assessed on its own merit.  

Competitive admission GPA performance

ADMISSION GPA OF FIRST YEAR JD CLASS BY YEAR OF ENTRY

  Understanding the Percentile Distribution of the Admission GPA of the Class

Holistic Approach From the 2015-2016 admission year, the algorithm that assigns the two-thirds weighting to the Academic Record and LSAT was adjusted in a way that grants more weight to the GPA, since new data reveals that the GPA merits relatively more weight in predicting performance in first year than other factors.

We encourage students with apparently less competitive LSAT scores and undergraduate records to apply, since every year we admit a significant number of students whose files when considered in proper context, merit offers of admission.

More information about applying and required documents can be found in the  Application Procedure  section. 

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General Applicants

To be considered for admission, applicants must have successfully completed three full-time years (or equivalent) of an approved course leading to a degree at a recognized university, no later than the end of May in the year of entry. However, prospective applicants should be aware that almost all of our students have completed a four-year degree.

Required documents for regular applicants can be found in the Application Procedure section. 

Mature applicants are those who have or will have at least five complete years of non-academic experience by September of the year of entry into the law school. The years of non-academic experience need not be consecutive, but must have been undertaken independently of academic work. Such experience may consist of both remunerated work and unpaid labour, including the care and raising of children.

In addition to an applicant's academic record, the Committee will consider an applicant's ability to organize his or her life and work, ability to reason, analyze and engage in intellectual inquiry, and past experience. The Committee may place less emphasis on the applicant's academic record where there has been a significant lapse of time since its completion or where adverse personal or socio-economic circumstances, including linguistic and cultural barriers, have affected its development.

For those mature applicants with fewer than two years of undergraduate university study, the Admissions Committee may give greater weight to other evidence of ability to study law successfully, such as experience or success in another field of endeavour. However, in view of the large number of qualified applicants who have at some time demonstrated their academic ability in a university program, those applicants with no university education will find it virtually impossible to gain admission. Over the last decade no applicants have been admitted without some university background.

There is no target or quota on the number of mature candidates admitted, but there has been a steady increase in both the number and the competitiveness of mature applicants. In recent years, approximately 300 applications have been received annually. As a result the Mature category has been virtually as competitive as the General category.

Required documents for mature applicants can be found in the Application Procedure section. 

See the Indigenous Applicants web page.

See the Half-Time Program web page.

The Faculty of Law partners with other faculties and departments at the University of Toronto to offer a number of special combined degree programs.

Combined programs allow students to complete the JD program and one partner graduate degree program together (e.g. MA, MI, MBA, MGA, PhD). These are formal, governance-approved degree arrangements, therefore the JD can be combined with one program from a prescribed list of graduate programs only. Informal combinations are not permitted.

The combination refers to completing the two degree programs simultaneously, on a full-time basis only, following a specific sequence of course enrolment in each program, and not a package of hybrid/blended subject matter within courses. By following the course enrolment sequence, the two degrees are completed sooner than if they were taken separately, one after the other.

• If the desired partner degree program has already been attained, then only the JD remains to be attained in its entirety, therefore please review the admission requirements and application procedures for the JD only.  
• If a JD or an equivalent law degree (e.g. LLB) has already been attained, then only the partner program remains to be attained in its entirety  
• If both programs are to be attained then review the admission requirements for each program, and apply to each program independently of the other, by each program's application process and timelines. Only if one gets admitted to each independently can one then follow the double degree registration as a combination. 

For applying to the JD, see the Application Procedure .

For details including descriptions of the combinations offered, program duration, degree requirements and contact information for partner program admission requirements and application procedures, see the Combined Programs  web page.

For the policy on Deferral of Admissions, see Application Procedure .

All applicants who have applied in previous admissions cycles who wish to re-apply, must re-apply for admission through OLSAS and re-submit supporting documents.

The University of Toronto respects your privacy.

Personal information that you provide to the University is collected pursuant to section 2(14) of the University of Toronto Act, 1971. It is collected for the purpose of administering admissions, registration, academic programs, university-related student activities, activities of student societies, safety, financial assistance and awards, graduation and university advancement, and reporting to government.

In addition, the Ministry of Training, Colleges, and Universities has asked that we notify you of the following:  The University of Toronto is required to disclose personal information such as Ontario Education Numbers, student characteristics and educational outcomes to the Minister of Training, Colleges and Universities under s. 15 of the Ministry of Training, Colleges and Universities Act, R.S.O. 1990, Chapter M.19, as amended.  The ministry collects this data for purposes such as planning, allocating and administering public funding to colleges, universities and other post-secondary educational and training institutions and to conduct research and analysis, including longitudinal studies, and statistical activities conducted by or on behalf of the ministry for purposes that relate to post-secondary education and training.  Further information on how the Minister of Training, Colleges and Universities uses this personal information is available on the ministry’s website.

At all times it will be protected in accordance with the Freedom of Information and Protection of Privacy Act. If you have questions, please refer to www.utoronto.ca/privacy or contact the University Freedom of Information and Protection of Privacy Coordinator at McMurrich Building, room 104, 12 Queen's Park Crescent West, Toronto, ON, M5S 1A8 .

JD Admissions Guide 2024

Our JD Admissions Guide provides an overview of our program and the admissions process for prospective students to the University of Toronto Faculty of Law.

View as a flipbook (Issuu)

View/download PDF   (3 MB)

Brendan Cassidy

I entered law school in my thirties after a ten year engineering and management career. Re-adjusting to student life certainly had its challenges, but the whole experience has been rewarding: intellectually, professionally, and personally. Having both a technical and business background gives me a broad and deep context to draw from in my studies, and I believe this would be true for any background. Studying law as a mature student has been a great way for me to continue to learn new things and take on new challenges.

- Brendan Cassidy

Read other testimonials from our mature students

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Tips | Personal Statement

Personal statements are a part of the application package to many professional and graduate school programs. Sometimes they respond to a specific question, but often the questions are open-ended and vary in length requirements ranging from as little as 250 words to more than two pages. They are also called letters of intent, personal essays, statements of purpose, or application essays.

1. Why Do Schools Request Them?

Personal statements are an opportunity for you to present yourself to the application committee. A strong personal statement will not make up for a weak application, but may be a deciding factor to a committee in the final selection process. It should reflect the skills requested by the program such as communication, analytical, organizational or problem-solving skills. It is also an opportunity for you to show the committee that you have the ability and motivation to succeed in the field. Your personal statement should go beyond what you have already covered in your application. The most important thing to remember about writing personal statements is that they should reflect your uniqueness by highlighting your most pertinent experiences.

TIP: Pay attention to your audience (committee) throughout the statement. Remember that your audience consists of professionals who are experts in their fields. Avoid making self-important and grandiose statements about the nature of the field. Do not tell them what they already know! Below are points on how to prepare your personal statement.

2. Start Early and Research

Read the instructions carefully for each school.  Selection committees receive numerous applications. Tailored applications will speak to them much more strongly than applications that are generic.

• Research the institution to understand the culture and vision.
• Research the department to know their research strengths and their faculty’s area of expertise.
• For thesis-based programs, include information about possible professors you would like as supervisors and why you are interested in that person specifically.
• Explore their website and, if possible, visit the campus in person.
• Talk to the admissions officers directly either at their office or attend the Professional Schools Fair held on campus.
• Register for our Personal Statement workshop on CLNx to help get you started.  

If you cannot attend the workshop, complete the Personal Statement E-Module . 

Once you have completed the workshop or e-module, book an appointment with a Career Counselor to have it critiqued. We do not edit your work but will identify areas that are weak or need further clarification. Critiques (personal statement or CV) are limited to a maximum of 3 appointments per semester. We offer critiques online or in person.

3. Know Yourself

Your statement will address your strengths and fit for their program. If you need assistance identifying your skills, meet with a Career Counsellor or check out the numerous resources available at the Career Centre. Talk to your family and friends as they can offer a unique perspective on your skills and abilities. If possible, discuss your options with a professor or teaching assistant. They will be able to speak to your strengths with respect to the discipline you wish to study.

4. Brainstorm

Begin by spending some time reflecting on your life and experiences. Do not make any judgments or edit your thoughts at this point. Possible questions for you to consider are:

• What experiences or education made me want to pursue further studies?
• When did I become interested in this field?
• What appeals to me about the program — what is unique about it?
• What can I bring to this area of study — my unique perspective?
• What do I plan to do once I finish my studies — my long-term goals?

5. Write Your First Draft

Make sure your first paragraph is engaging and has a specific thesis statement or a marketing pitch. Do not just say what you think the committee wants to hear, but speak from the heart. Be confident and positive — it’s not always what you say but how you say it. They are not looking for your life history; focus on specific experiences and achievements that substantiate your marketing pitch.

Always keep in mind the audience who will be reading this document. Professional schools have a different focus than master's or PhD programs. When you finish the draft, set it aside for a few days and then get back to it with a fresh perspective.

After taking a break, come back to your draft and consider these questions:

• Did I answer the question or questions as specified in the application?
• Does it reflect the real me?
• Does it include any controversial subjects, experiences, opinions, or politics?
• Does it rely on clichés or quotes to make my point?
• Have I chosen the right key experiences to highlight? Does it allow the reader to draw conclusions from the evidence that I have provided?
• Am I being repetitive?
• Does the document reflect strong interest in the program?
• Have I used the pronoun “I”  too much?

If asked about undergraduate research projects:

• List projects in order of interest.
• Use working titles.
• Mention name of professor and/or supervisor.
• Explain relevance of the research to the program and identify applicable skills.

Remember that a personal statement should:

• Demonstrate how you are a good fit for the program
• Be specific and persuasive. Document and support your conclusions with examples or draw conclusions from individual experience.  It should NOT be a catalogue of achievements. The statement is far more than a resume.
• Avoid lecturing the reader. For example, you should avoid making a statement such as "Communication skills are important in this field." Graduate admissions committee members know this and are not there to learn about the field from the applicant. If you are asked about your understanding of the field, write about how your understanding of the field has shaped your career goals or challenged you.

Words and phrases to avoid without an explanation:

• significant
• interesting
• challenging
• satisfying/satisfaction
• exciting/excited
• enjoyable/enjoy
• appealing to me
• appealing aspect
• it's important
• I can contribute
• meant a lot to me
• stimulating
• helping people
• I like helping people

(Adapted from the Career Centre website of the University of California, Berkeley)

Ask several people to review your personal statement including your professors (especially if they belong to the field to which you are applying).  In order to have your personal statement critiqued by a Career Counsellor, you must either complete the e-module mentioned earlier (Personal Statement E-Module under Further Education/Resources and Links on the Career Centre website) or attend one of our Personal Statement workshops offered a few times each semester.  Then, book an appointment with a Career Counsellor. Please send a copy of your statement at least 24 hours before your appointment so that the Counsellor can review it.  Send to [email protected] .  Please bring a printed copy of your document if you have an in-person appointment.

7. Before Submitting Your Final Copy

Proofread for spelling or grammar mistakes. Make sure you present it in a professional manner, which is neat and within the word or page limit.

If you need further assistance with grammar and writing skills contact the Robert Gillespie Academic Skills Centre (also check their online writing resources).

Recommended Resources from UTM Career Centre

• Graduate Admissions Essays by Donald Asher
• Mastering the Personal Statement by John Richardson

Additional Resources (If you require help with grammar)

• Statement of Purpose     
• Purdue University Online Writing Lab (OWL)  
• U of T - Writing  
• Attend workshops about the application process for graduate schools, professional schools (medical school, law school, teaching, held in the fall and winter terms (probably virtual this fall).
• Check out Further Education tip sheets (i.e. Professional Schools and Academic References).  Also available in print at the Career Centre.

To book an appointment with a Career Counsellor in person or online call: 905.838.5451. You can also connect with us at our Live Chat located on our website.

This information is subject to change. It is best to refer to the original sources for the most up-to-date information.

Updated June 13, 2023

18 Law School Personal Statement Examples That Got Accepted!

This blog contains law school personal statement examples written by applicants who were successfully accepted to multiple law schools after working with our admissions experts as part of our  application review programs . Your  law school personal statement  is one of the most important parts of your application and is your best opportunity to show admissions officers who you are behind your numbers and third-party assessments. Because of its importance, many students find the personal statement to be daunting and demanding of the full scope of their skills as writers. Today we're going to review these excellent law school personal statement examples from past successful applicants and provide some proven strategies from a former admissions officer that can help you prepare your own stellar essay. 

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 44 min read

Law school personal statement example #1.

When I was a child, my neighbors, who had arrived in America from Nepal, often seemed stressed. They argued a lot, struggled for money, and seemed to work all hours of the day. One day, I woke early in the morning to a commotion outside my apartment. Police officers were accompanying my neighbors out of the building. They were being deported. In my teens, I was shocked to see that our kind, friendly neighbors had exhausted their last chance to stay in America as they lost a court appeal. 

Since that time, I have worked closely with the many immigrant families in my neighborhood, and now university town. I began by volunteering at a local community center. Together with social workers, I served food and gave out clothes to new arrivals. My diligent work ethic led to more responsibility, and I received training in basic counseling techniques, first aid skills and community services. Soon, I was tasked with welcoming new community members and assessing their health and social needs. I heard the many difficult stories of those who had traveled thousands of miles, often through several countries, risking everything to reach a safe, welcoming country. I was proud to contribute in some small way to making America welcoming for these individuals.

The community center is where I had my first formal contact with legal aid lawyers, who were a constant source of knowledge and support for those who needed assistance. I was struck by the lawyers’ ability to explain complex legal processes to nervous and exhausted incomers: law, I realized, was about more than procedure. I decided that I, too, would strive to balance a wealth of technical knowledge with my caring, compassionate personality.

As soon as I enrolled in university, I knew I had the chance to do so. In my very first week, I signed up to volunteer at the university’s legal aid center, where I worked closely with law professors and students on a range of cases. Academically, I have focused on courses, such as a fourth-year Ethics seminar, that would help me develop rigorous critical reasoning skills. More importantly, I knew that, given my experience, I could be a leader on campus. I decided to found a refugee campaign group, Students4Refugees. Together with a group of volunteers, we campaigned to make our campus a refugee-friendly space. I organized a series of events: international student mixers, an art installation in our student commons, and concerts that raised over $5,000 for the charity Refugee Aid. I am proud to say that my contributions were recognized with a university medal for campus leadership.

I have seen time and again how immigrants to the United States struggle with bureaucracy, with complex legal procedures, and with the demands of living in a foreign and sometimes hostile climate. As I plan to enter law school, I look back to my neighbors’ experiences: they needed someone who knew the law, who could negotiate with the authorities on their behalf, who could inform them of their rights—but they also needed someone who would provide a caring and compassionate outlet for their stresses. I know that Townsville University’s combination of academic rigor, legal aid services, and history of graduates entering labor and non-profit sectors will allow me to develop these skills and continue making contributions to my community by advocating for those in need.

• Thematic consistency: It focuses on just one theme: justice for immigrants. Each paragraph is designed to show off how enthusiastic the student is about this area of law. Personal statements—including those for law school—often begin with a personal anecdote. This one is short, memorable, and relevant. It establishes the overall theme quickly. By constraining their essay’s focus to a single general theme, the writer can go into great depth and weave in emotional and psychological weight through careful and vivid description. The personal statement isn’t a standard 3-paragraph college essay with a spotlight thesis statement, but it conveys similar impact through presenting a central focus organically, without resorting to simply blurting out “the point” of the piece.   
• Shows, rather than tells: Connected to this, this statement focuses on showing rather than telling. Rather than simply telling the reader about their commitment to law, the applicant describes specific situations they were involved in that demonstrate their commitment to law. “Show don’t tell” means you want to paint a vivid picture of actions or experiences that demonstrate a given quality or skill, and not simply say "I can do X." Make it an experience for your reader, don't just give them a fact. 
• Confident, but not arrogant: Additionally, this personal statement is confident without being boastful—leadership qualities, grades, and an award are all mentioned in context, rather than appearing as a simple list of successes. 
• Specific to the school: It ends with a conclusion that alludes to why the applicant is suitable for the specific school to which they’re applying and points to their future career plans. Thoroughly researching the law school to which you’re applying is incredibly important so that you can tailor your remarks to the specific qualities and values they’re looking for. A law essay writing service is really something that can help you integrate this aspect effectively. 

What Should a Law School Personal Statement Do?

1.      be unique to the school you’re applying to.

Students are always asking how to write a personal statement for law school, particularly one that stands out from all the rest. After all, advice from most universities can often be quite vague. Take this zinger from the  University of Chicago : “Write about something personal, relevant, and completely individual to you… Just be yourself.” Every school will have different requirements or content they want to see in a personal statement. This is why it’s a good idea to review specific guidelines for the school to which you’re applying. For example, you can read Yale Law School personal statement examples , Stanford Law personal statement examples , and an NYU personal statement to get an idea of what these schools look for.

2.      Demonstrate your skills and capabilities

For motivated students with the world at their fingertips, it’s a tough ask to narrow your character down into a few hundred words! But this is exactly the point of such generic guidelines—to challenge aspiring law students to produce something unique and convincing with minimal direction by the university. Law is, after all, a profession that demands your language to be persuasive, and the personal statement is merely one of many exercises where you can demonstrate your language skills. 

3.      Meet basic requirements

While the law school personal statement is about far more than just following essay directions, you still need to keep basic formatting and length restrictions in mind. Most law schools ask for a 2-page personal statement, but lengths can range from 2-4 pages. Georgetown Law School , for instance, recommends a 2-page personal statement but explicitly states that there is no official minimum or maximum. In general, length does not make a personal statement better. Rambling, meandering sentences and tiresome descriptions will only hurt the impact of your ideas, especially considering how many thousands of pages admissions committees have to churn through each year.  

In short, keep to 2 double-spaced pages, and only go below or above this is if you absolutely have to, and if the school to which you're applying allows it. You want to keep things as widely applicable as possible while drafting your personal statement, meaning that you don't want to draft a 4 page letter for the one school that allows it, and then have to significantly rewrite this for your other schools. Stick to 2 pages. 

4.      Embody what the school is looking for

Lastly, many law schools won’t offer hyper-specific prompts, but will give you general law school admissions essay topics to follow. For instance, the University of Washington’s law school provides a number of topics to follow, including “Describe a personal challenge you faced” or “Describe your passions and involvement in a project or pursuit and the ways in which it has contributed to your personal growth and goals.” These topics may feel specific at first, but as you begin drafting, you’ll likely realize you have dozens of memories to choose from, and numerous ways of describing their impact. While drafting, try to explore as many of these options as possible, and select the best or most impactful to use in your final draft.  

Want to write the perfect law school personal statement? Watch this video:

Law School Personal Statement Example #2

In my home community, the belief is that the law is against us. The law oppresses and victimizes. I must admit that as a child and young person I had this opinion based on my environment and the conversations around me. I did not understand that the law could be a vehicle for social change, and I certainly did not imagine I had the ability and talents to be a voice for this change. I regularly attended my high school classes because I enjoyed the discussions and reading for English and history, and writing came easily to me, but I wasn’t committed to getting good grades because I felt I had no purpose. My mindset changed as I spent time with Mark Russell, a law student who agreed to mentor and tutor me as part of a “high school to law school” mentorship program. Every week, for three years, Mark and I would meet. At first, Mark tutored me, but I quickly became an “A” student, not only because of the tutoring, but because my ambitions were uncorked by what Mark shared with me about university, the law, and his life. I learned grades were the currency I needed to succeed. I attended mock trials, court hearings, and law lectures with Mark and developed a fresh understanding of the law that piqued an interest in law school. My outlook has changed because my mentor, my teachers, and my self-advocacy facilitated my growth. Still, injustices do occur. The difference is that I now believe the law can be an instrument for social change, but voices like mine must give direction to policy and resources in order to fight those injustices.

Early in my mentorship, I realized it was necessary to be “in the world” differently if I were to truly consider a law career. With Mark’s help and the support of my high school teachers, I learned to advocate for myself and explore opportunities that would expand my worldview as well as my academic skills. I joined a Model UN club at a neighboring high school, because my own school did not have enough student interest to have a club. By discussing global issues and writing decisions, I began to feel powerful and confident with my ability to gather evidence and make meaningful decisions about real global issues. As I built my leadership, writing, and public speaking skills, I noticed a rift developing with some of my friends. I wanted them to begin to think about larger systemic issues outside of our immediate experience, as I was learning to, and to build confidence in new ways. I petitioned my school to start a Model UN and recruited enough students to populate the club. My friends did not join the club as I’d hoped, but before I graduated, we had 2 successful years with the students who did join. I began to understand that I cannot force change based on my own mandate, but I must listen attentively to the needs and desires of others in order to support them as they require.

While I learned to advocate for myself throughout high school, I also learned to advocate for others. My neighbors, knowing my desire to be a lawyer, would often ask me to advocate on their behalf with small grievances. I would make phone calls, stand in line with them at government offices, and deal with difficult landlords. A woman, Elsa, asked me to review her rental agreement to help her understand why her landlord had rented it to someone else, rather than renewing her lease. I scoured the rental agreement, highlighted questionable sections, read the Residential Tenancies Act, and developed a strategy for approaching the landlord. Elsa and I sat down with the landlord and, upon seeing my binder complete with indices, he quickly conceded before I could even speak. That day, I understood evidence is the way to justice. My interest in justice grew, and while in university, I sought experiences to solidify my decision to pursue law.

Last summer, I had the good fortune to work as a summer intern in the Crown Attorney’s Office responsible for criminal trial prosecutions. As the only pre-law intern, I was given tasks such as reviewing court tapes, verifying documents, and creating a binder with indices. I often went to court with the prosecutors where I learned a great deal about legal proceedings, and was at times horrified by human behavior. This made the atmosphere in the Crown Attorney’s office even more surprising. I worked with happy and passionate lawyers whose motivations were pubic service, the safety and well-being of communities, and justice. The moment I realized justice was their true objective, not the number of convictions, was the moment I decided to become a lawyer.

I broke from the belief systems I was born into. I did this through education, mentorship, and self-advocacy. There is sadness because in this transition I left people behind, especially as I entered university. However, I am devoted to my home community. I understand the barriers that stand between youth and their success. As a law student, I will mentor as I was mentored, and as a lawyer, I will be a voice for change.

What’s Great about this Second Law School Personal Statement?

• It tells a complete and compelling story: Although the applicant expressed initial reservations about the law generally, the statement tells a compelling story of how the applicant's opinions began to shift and their interest in law began. They use real examples and show how that initial interest, once seeded, grew into dedication and passion. This introduction implies an answer to the " why do you want to study law? ” interview question.
• It shows adaptability: Receptiveness to new information and the ability to change both thought and behavior based on this new information. The writer describes realizing that they needed to be "in the world" differently! It's hard to convey such a grandiose idea without sounding cliché, but through their captivating and chronological narrative, the writer successfully convinces the reader that this is the case with copious examples, including law school extracurriculars . It’s a fantastic case of showing rather than telling, describing specific causes they were involved with which demonstrate that the applicant is genuinely committed to a career in the law. 
• Includes challenges the subject faced and overcame: This law school personal statement also discusses weighty, relatable challenges that they faced, such as the applicant's original feeling toward law, and the fact that they lost some friends along the way. However, the applicant shows determination to move past these hurdles without self-pity or other forms of navel-gazing.  Additionally, this personal statement ends with a conclusion that alludes to why the applicant is suitable for the specific school to which they’re applying and points to their future career plans. The writer manages to craft an extremely immersive and believable story about their path to the present, while also managing to curate the details of this narrative to fit the specific values and mission of the school to which they’re applying.

What’s Great About This Third Law School Personal Statement? 

• Description is concise and effective: This writer opens with rich, vivid description and seamlessly guides the reader into a compelling first-person narrative. Using punchy, attention-grabbing descriptions like these make events immersive, placing readers in the writer's shoes and creating a sense of immediacy. 
• Achievements are the focus: They also do a fantastic job of talking about their achievements, such as interview team lead, program design, etc., without simply bragging. Instead, they deliver this information within a cohesive narrative that includes details, anecdotes, and information that shows their perspective in a natural way. Lastly, they invoke their passion for law with humility, discussing their momentary setbacks and frustrations as ultimately positive experiences leading to further growth. 

Want more law school personal statement examples from top law schools?

• Harvard law school personal statement examples
• Columbia law school personal statement examples
• Cornell law school personal statement examples
• Yale law school personal statement examples
• UPenn law school personal statement examples
• Cambridge law school personal statement examples

Law School Personal Statement #4

What’s great about this fourth law school personal statement.

• Engaging description: Like the third example above, this fourth law school personal statement opens with engaging description and first-person narrative. However, the writer of this personal statement chooses to engage a traumatic aspect of their childhood and discuss how this adversity led them to develop their desire to pursue a career in law.  
• Strong theme of overcoming adversity: Overcoming adversity is a frequent theme in personal statements for all specialties, but with law school personal statements students are often able to utilize uniquely dramatic, difficult, and pivotal experiences that involved interacting with the law. It may be hard to discuss such emotionally weighty experiences in a short letter but, as this personal statement shows, with care and focus it's possible to sincerely demonstrate how your early struggles paved the way for you to become the person you are now. It's important to avoid sensationalism, but you shouldn't shy away from opening up to your readers about adverse experiences that have ultimately pointed you in a positive direction. 

Why "show, don't tell" is the #1 rule for personal statements:

Law School Personal Statement Example #5

What’s great about this fifth law school personal statement  .

• Highlights achievements effectively: This writer does a fantastic job of incorporating their accomplishments and impact they had on their community without any sense of bragging or conceit. Rather, these accomplishments are related in terms of deep personal investment and a general drive to have a positive impact on those around them—without resorting to the cliches of simply stating "I want to help people." They show themselves helping others, and how these early experiences of doing so are a fundamental part of their drive to succeed with a career in law.   
• Shows originality: Additionally, they do a great job of explaining the uniqueness of their identity. The writer doesn't simply list their personal/cultural characteristics, but contextualizes them to show how they've shaped their path to law school. Being the child of a Buddhist mother and a Hindu father doesn’t imply anything about a person’s ability to study/practice law on its own, but explaining how this unique aspect of their childhood encouraged a passion for “discussion, active debate, and compromise” is profoundly meaningful to an admissions panel. Being able to express how fundamental aspects of law practice are an integral part of yourself is a hugely helpful tactic in a law school personal statement. 

If you\u2019re heading North of the border, check out list of  law schools in Canada  that includes requirements and stats on acceptance. ","label":"Tip","title":"Tip"}]" code="tab2" template="BlogArticle">

Law School Personal Statement Example #6

What’s great about this sixth law school personal statement .

• Weaves in cultural background: Similar to the writer of personal statement #5, this student utilizes the cultural uniqueness of their childhood to show how their path to law school was both deeply personal and rooted in ideas pervasive in their early years. Unlike the writer of statement #5, this student doesn't shy away from explaining how this distinctiveness was often a source of alienation and difficulty. Yet this adversity is, as they note, ultimately what helped them be an adaptable and driven student, with a clear desire to make a positive impact on the kinds of situations that they witnessed affect their parents.  
• Describes setbacks while remaining positive: This writer also doesn't shy away from describing their temporary setbacks as both learning experiences and, crucially, springboards for positively informing their plans for the future. 

What’s Great About This Seventh Law School Personal Statement? 

• The writer takes accountability: One of the hardest things to accomplish in a personal statement is describing not just early setbacks that are out of your control but early mistakes for which you must take responsibility. The writer of this personal statement opens with descriptions of characteristics that most law schools would find problematic at best. But at the end of this introduction, they successfully utilize an epiphany, a game-changing moment in which they saw something beyond their early pathological aimlessness, to clearly mark the point at which they became focused on law.  
• The narrative structure is clear: They clearly describe the path forward from this moment on, showing how they remained focused on earning a law degree, and how they were able to work through successive experiences of confusion to persist in finishing their undergraduate education at a prestigious university. Of course, you shouldn't brag about such things for their own sake, but this writer makes the point of opening up about the unique feelings of inadequacy that come along with being the first person in their family to attend such a school, and how these feelings were—like their initial aimlessness—mobilized in service of their goal and the well-being of others. Their statement balances discussion of achievement with humility, which is a difficult but impactful tactic when done well. 

Law School Personal Statement Example #8

What’s great about this eighth law school personal statement .

• Shows commitment to the community: Commitment to one’s community is a prized value in both law students and law professionals. This writer successfully describes not only how they navigated the challenges in their group environments, such as their internship, the debate team, etc., but how these challenges strengthened their commitment to being a positive part of their communities. They don’t simply describe the skills and lessons they learned from these challenging environments, but also how these challenges ultimately made them even more committed to and appreciative of these kinds of dynamic, evolutionary settings.  
• Avoids negative description: They also avoid placing blame or negatively describing the people in these situations, instead choosing to characterize inherent difficulties in terms neutral to the people around them. In this way, you can describe extremely challenging environments without coming off as resentful, and identify difficulties without being accusatory or, worse yet, accidentally or indirectly seeming like part of the problem. This writer manages to convey the difficulty and complexity of these experiences while continually returning to their positive long-term impact, and though you shouldn’t seek to “bright-side” the troubles in your life you should absolutely point out how these experiences have made you a more capable and mature student. 

Watch this for more law school personal statement examples!

Law School Personal Statement Example #9

What’s great about this ninth law school personal statement  .

• The writer effectively describes how their background shaped their decision to pursue law: Expressing privilege as adversity is something that very few students should even attempt, and fewer still can actually pull it off. But the writer of this personal statement does just that in their second paragraph, describing how the ease and comfort of their upbringing could have been a source of laziness or detachment, and often is for particularly well-off students, but instead served as a basis for their ongoing commitment to addressing the inequalities and difficulties of those less comfortable. Describing how you’ve developed into an empathic and engaged person, worked selflessly in any volunteer experiences, and generally aimed your academic life at a career in law for the aid of others—all this is incredibly moving for an admissions board, and can help you discuss your determination and understanding of exactly why you desire a career in law.  
• The student shows adaptability, flexibility, and commitment: Additionally, this writer is able to show adaptability while describing their more prestigious appointments in a way that’s neither self-aggrandizing nor unappreciative. One of the big takeaways from this statement is the student’s commitment and flexibility, and these are both vitally important qualities to convey in your law school personal statement.  

Law School Personal Statement Example #10

What’s great about this tenth law school personal statement .

Shows passion: If you’re one of the rare students for whom service to others has always been a core belief, by all means find a novel and engaging way of making this the guiding principle of your personal statement. Don’t overdo it—don’t veer into poetry or lofty philosophizing—but by all means let your passion guide your pen (well…keyboard). Every step of the way, this student relates their highs and lows, their challenges and successes, to an extremely earnest and sincere set of altruistic values invoked at the very beginning of their statement. Law school admissions boards don’t exactly prize monomania, but they do value intense and sustained commitment.  

Shows maturity: This student also successfully elaborates this passion in relation to mature understanding. That is, they make repeated points about their developing understanding of law that sustains their hopefulness and emotional intensity while also incorporating knowledge of the sometimes troubling day-to-day challenges of the profession. Law schools aren’t looking for starry-eyed naivete, but they do value optimism and the ability to stay positive in a profession often defined by its difficulties and unpredictability. 

Every pre-law student blames their lack of success on the large number of applicants, the heartless admissions committee members, or the high GPA and LSAT score cut offs. Check out our blog on  law school acceptance rates  to find out more about the law school admission statistics for law schools in the US . Having taught more than a thousand students every year, I can tell you the REAL truth about why most students get rejected: 

Need tips on your law school resume?

8 Additional Law School Personal Statement Examples

Now that you have a better idea of what your law school personal statement should include, and how you can make it stand out, here are five additional law school personal statements for you to review and get some inspiration:

Law school personal statement example #11

According to the business wire, 51 percent of students are not confident in their career path when they enroll in college. I was one of those students for a long time. My parents had always stressed the importance of education and going to college, so I knew that I wanted to get a tertiary education, I just didn’t know in what field. So, like many other students, I matriculated undecided and started taking introductory courses in the subjects that interest me. I took classes from the department of literature, philosophy, science, statistics, business, and so many others but nothing really called out to me.

I figured that maybe if I got some practical experience, I might get more excited about different fields. I remembered that my high school counselor had told me that medicine would be a good fit for me, and I liked the idea of a career that involved constant learning. So, I applied for an observership at my local hospital. I had to cross “doctor” off my list of post-graduate career options when I fainted in the middle of a consultation in the ER.

I had to go back to the drawing board and reflect on my choices. I decided to stop trying to make an emotional decision and focus on the data. So, I looked at my transcript thus far, and it quickly became clear to me that I had both an interest and an aptitude for business and technology. I had taken more courses in those two fields than in any others, and I was doing very well in them. My decision was reaffirmed when I spent the summer interning at a digital marketing firm during my senior year in college and absolutely loved my experience. 

Since graduating, I have been working at that same firm and I am glad that I decided to major in business. I first started as a digital advertising assistant, and I quickly learned that the world of digital marketing is an incredibly fast-paced sink-or-swim environment. I didn’t mind it at all. I wanted to swim with the best of them and succeed. So far, my career in advertising has been challenging and rewarding in ways that I never could have imagined. 

I remember the first potential client that I handled on my own. Everything had been going great until they changed their mind about an important detail a day before we were supposed to present our pitch. . I had a day to research and re-do a presentation that I’d been preparing for weeks. I was sure that I’d be next on the chopping block, but once again all I had to was take a step back and look at the information that I had. Focusing on the big picture helped me come up with a new pitch, and after a long night, lots of coffee, and laser-like focus, I delivered a presentation that I was not only proud of, but that landed us the client. 

Three years and numerous client emergencies later, I have learned how to work under pressure, how to push myself, and how to think critically. I also have a much better understanding of who I am and what skills I possess. One of the many things that I have learned about myself over the course of my career is that I am a fan of the law. Over the past three years, I have worked with many lawyers to navigate the muddy waters of user privacy and digital media. I often find myself looking forward to working with our legal team, whereas my coworkers actively avoid them. I have even become friends with my colleagues on the legal team who also enjoy comparing things like data protection laws in the US and the EU and speculating about the future of digital technology regulation. 

These experiences and conversations have led me to a point where I am interested in various aspects of the law. I now know that I have the skills required to pursue a legal education and that this time around, I am very sure about what I wish to study. Digital technology has evolved rapidly over the last decade, and it is just now starting to become regulated. I believe that this shift is going to open up a more prominent role for those who understand both digital technology and its laws, especially in the corporate world. My goal is to build a career at the intersection of these worlds.

Law school personal statement example #12

The first weekend I spent on my undergrad college campus was simultaneously one of the best and worst of my life. I was so excited to be away from home, on my own, making new friends and trying new things. One of those things was a party at a sorority house with my friend and roommate, where I thought we both had a great time. Both of us came from small towns, and we had decided to look out for one another. So, when it was time to go home, and I couldn't find her, I started to worry. I spent nearly an hour looking for her before I got her message saying she was already back in our dorm. 

It took her three months to tell me that she had been raped that night. Her rapist didn't hold a knife to her throat, jump out of a dark alleyway, or slip her a roofie. Her rapist was her long-term boyfriend, with whom she'd been in a long-distance relationship for just over a year. He assaulted her in a stranger's bedroom while her peers, myself included, danced the night away just a few feet away. 

I remember feeling overwhelmed when she first told me. I was sad for my friend, angry on her behalf, and disgusted by her rapist's actions. I also felt incredibly guilty because I had been there when it happened. I told myself that I should have stayed with her all night and that I should have seen the abuse - verbal and physical harassment- that he was inflicting on her before it turned sexual. But eventually, I realized that thinking about what could, should, or would've happened doesn't help anyone. 

I watched my friend go through counseling, attend support groups, and still, she seemed to be hanging on by a thread. I couldn't begin to imagine what she was going through, and unfortunately, there was very little I could do to help her. So, I decided to get involved with the Sexual Assault Responders Group on campus, where I would actually be able to help another survivor. 

My experience with the Sexual Assault Responders Group on campus was eye-opening. I mostly worked on the peer-to-peer hotline, where I spoke to survivors from all walks of life. I was confronted by the fact that rape is not a surreal unfortunate thing that happens to a certain type of person. I learned that it happens daily to mothers, fathers, brothers, sisters, and friends. I also learned that most survivors try to manage this burden on their own, afraid of judgment and repercussions and fearful of a he-said-she-said court battle.

I am proud to say that I used my time in college to not only earn an education, but also to advocate for survivors of sexual assault. I protested the university's cover-up of a gang rape that took place in one of the fraternity houses on campus. I spearheaded a 'no means no' campaign to raise awareness about consent on campus. I also led several fundraising campaigns for the Sexual Assault Responders Group that allowed us to pay for legal and mental health counselors for the survivors who came to us for support. 

One of the things that this experience helped me realize is that sexual assault survivors often do not know where to turn when the system tries to tell them that it'd be best to just keep quiet and suffer in silence. My goal is to become one of those people that they can turn to for counsel and support. I believe that a law degree would give me the knowledge and tools that I need to advocate for survivors on a more significant scale. 

Need tips for your law school optional essays? Check out this infographic:

Law school personal statement example #13

I grew up in two different worlds. My world at home was full of people of various skin tones and accents. It was small, loud, and often chaotic in the best ways. I remember walking home and getting to experience music from across the world before I got to my apartment building. Loud reggaeton and afrobeat were always playing somewhere in the distance. Aunties and uncles usually stopped by unannounced and slipped money in your palm when they hugged you goodbye. And the smell of fried plantains was almost always present. 

My other world was in school. It was a much quieter, more organized world with white hallways, navy blazers, and plaid skirts. It was full of people who did not look or sound like me and teachers who thought my hair was "interesting." It was also full of great books and engaging debates about everything from foreign policy to the influence of Jazz on hip hop. 

I lived in these two worlds because I was born and raised in Xtown, but I went to a private school in a much richer neighborhood. I loved both of my worlds, but I hated that I had to act differently in both of them. When in school, I had to "code switch" to sound like I belonged there. When I was at home, all the people who shared the interests I was developing in school were either working or in college, so I had no one to talk to about them. 

My words never felt more divided until I started considering a career in law. I remember telling one of my uncles that I wanted to become a lawyer and his response was, "So you want to become the man, huh?" 

I wasn't surprised by his response, or at least I shouldn't have been. One of the things that I know for sure about the first world I lived in is that many of its inhabitants do not trust the law. I had believed this for so long simply because of the conversations that I would hear around me. However, in my second world, I was learning about all of these great freedoms and rights that the law was designed to give all Americans, and I wanted to bring those to my community. 

I started working on this during the summer before my final year of high school. I got an internship with the legal aid office in my neighborhood and spent three months learning from people who, like me, had grown up in Xtown and wanted to help people. During my time in the legal aid office, I understood that the people in my community did not trust the law for two main reasons: 1. They did not understand a lot of it, and 2. It had been used against people like us many times. 

I remember one particular case that Ms. Sharma - the lawyer I was learning from then and who still mentors me today - handled that summer. It was the case of a young mother who had received a notice of eviction from her landlord two days after refusing his advances. The man claimed that she violated her contract because she made homemade shea butter that she sold on Etsy. Ms. Sharma had me look through her rental agreement. After she confirmed that I was right in determining that the young mother had not violated her contract, she contacted the landlord to advise him that what he was doing was intimidation and sexual harassment. 

My experiences in the legal aid office with Ms. Sharma opened my eyes to the disgusting behavior of human beings, but it also gave me the opportunity to see that the law was my opportunity to use what I learned in my second world to help the community that I was raised in. I returned to school with a new motivation that followed me to college. In addition to completing my bachelor's degree in sociology and African American studies, I spent most of my college years participating in legal internships and community outreach programs. 

I believe that these experiences have given me the foundation I need to be a successful law student and, eventually, a lawyer who can truly be an advocate for members of his community. 

Law school personal statement example #14

One day, my parents noticed that the other children in my age group had been speaking and communicating, but I had not. At first, they thought that my lack of speech was just me being shy, but eventually, they realized that on the rare occasions that I did speak, my words were practically incomprehensible. It wasn't long before they took me to a specialist who diagnosed me with a severe phonological disorder that hindered my ability to verbalize the basic sounds that make up words.

I started going to speech therapy when I was three years old. I saw numerous speech therapists, many of whom believed that I would never be able to communicate effectively with others. Lucky for me, my parents did not give up on me. I went to speech therapy thrice a week until the 8th grade, and I gave every single session my all. I also spent a lot of time in my room practicing my speech by myself. My efforts paid off, and even though I didn't become a chatterbox overnight, I could at least communicate effectively. 

This was a short-lived victory, though. A year later, my speech impediment was back, and my ability to articulate words was once again severely limited. This complicated matters because it was my freshman year of high school, and I was in a brand-new school where I did not know anyone. Having been bullied in middle school, I knew first-hand how vicious kids can be, and I didn't want to be the butt of any more jokes, so I didn't try to speak at school. I knew that this was preventing me from making new friends or participating in class and that it was probably not helping my impediment, but I was not ready to face the fact that I needed to go back to speech therapy. 

Eventually, I stopped resisting and went back to speech therapy. At the time, I saw it as accepting defeat, and even though my speech improved significantly, my self-confidence was lower than it had ever been. If you ask any of my high school classmates about me, they will likely tell you that I am very quiet or timid – both of which are not true, but they have no way of knowing otherwise. I barely spoke or interacted with my peers for most of high school. Instead, I focused on my studies and extracurricular activities that didn't involve much collaboration, like yearbook club and photography. 

It was only when I was getting ready for college that I realized that I was only hurting myself with my behavior. I knew I needed to become more confident about my speech to make friends and be the student I wanted to be in college. So, I used the summer after my high school graduation to get some help. I started seeing a new speech therapist who was also trained as a counselor, and she helped me understand my impediment better. For example, I now know that I tend to stutter when stressed, but I also know that taking a few deep breaths helps me get back on track. 

Using the confidence that I built in therapy that summer, I went to college with a new pep in my step. I pushed myself to meet new people, try new things, and join extracurricular organizations when I entered college. I applied to and was accepted into a competitive freshman leadership program called XYZ. Most of XYZ's other members were outgoing and highly involved in their high school communities. In other words, they were the complete opposite of me. I didn't let that intimidate me. Instead, I made a concerted effort to learn from them. If you ask any of my teammates or other classmates in college, they will tell you that I was an active participant in discussions during meetings and that I utilized my unique background to share a different perspective.

My experience with XYZ made it clear to me that my speech disorder wouldn't hold me back as long as I did not stand in my own way. Once I understood this, I kept pushing past the boundaries I had set for myself. I began taking on leadership roles in the program and looking for ways to contribute to my campus community outside of XYZ. For example, I started a community outreach initiative that connected school alumni willing to provide pro bono services to different members of the community who were in need. 

Now, when I look back at my decision to go back to speech therapy, I see it as a victory. I understand that my speech impediment has shaped me in many ways, many of which are positive. My struggles have made me more compassionate. My inability to speak has made me a better listener. Not being able to ask questions or ask for help has made me a more independent critical thinker. I believe these skills will help me succeed in law school, and they are part of what motivates me to apply in the first place. Having struggled for so long to speak up for myself, I am ready and eager for the day when I can speak up for others who are temporarily unable to. 

“ You talk too much; you should be a lawyer.” 

I heard that sentence often while growing up because Congolese people always tell children who talk a lot that they should be lawyers. Sometimes I wonder if those comments did not subconsciously trigger my interest in politics and then the law. If they did, I am grateful for it. I am thankful for all the experiences that have brought me to this point where I am seeking an education that will allow me to speak for those who don’t always know how to, and, more importantly, those who are unable to. 

For context, I am the child of Congolese immigrants, and my parents have a fascinating story that I will summarize for you: 

A 14-year-old girl watches in confusion as a swarm of parents rush through the classroom, grabbing their children, and other students start running from the class. Soon she realizes that she and one other student are the only ones left, but when they both hear the first round of gunshots, no one has to tell them that it is time to run home. On the way home, she hears more gunshots and bombs. She fears for her survival and that of her family, and she starts to wonder what this war means for her and her family. Within a few months, her mother and father are selling everything they own so that they can board a plane to the US.

On the other side of the town, a 17-year-old boy is being forced to board a plane to the US because his mother, a member of parliament and the person who taught him about the importance of integrity, has been executed by the same group of soldiers who are taking over the region. 

They met a year later, outside the principal’s office at a high school in XXY. They bonded over the many things they have in common and laughed at the fact that their paths probably never would have crossed in Bukavu. Fast forward to today, they have been married for almost two decades and have raised three children, including me. 

Growing up in a Congolese household in the US presented was very interesting. On the one hand, I am very proud of the fact that I get to share my heritage with others. I speak French, Lingala, and Swahili – the main languages of Congo – fluently. I often dress in traditional clothing; I performed a traditional Congolese dance at my high school’s heritage night and even joined the Congolese Student Union at Almamatter University. 

On the other hand, being Congolese presented its challenges growing up. At a young age, I looked, dressed, and sounded different from my classmates. Even though I was born in the US, I had picked up a lot of my parents’ accents, and kids loved to tease me about it. Ignorant comments and questions were not uncommon. “Do you speak African?” “You’re not American! How did you get here?” “You don’t look African” “My mom says I can’t play with you because your parents came here to steal our jobs”. These are some of the polite comments that I heard often, and they made me incredibly sad, especially when classmates I considered my friends made them. 

My parents did not make assimilating any easier. My mother especially always feared I would lose my Congolese identity if they did not make it a point to remind me of it. She often said, “Just because you were born in America doesn’t mean that you are not Congolese anymore.” On one occasion, I argued that she always let me experience my Congolese side, but not my American side. That was the first time she told me I should be a lawyer. 

Having few friends and getting teased in school helped me learn to be comfortable on my own. I Often found refuge and excitement in books. I even started blogging about the books I read and interacting with other readers online. As my following grew, I started to use my platform to raise awareness about issues that I am passionate about, like climate change, the war in Congo, and the homeless crisis here in XXY. I was able to start a fundraising campaign through my blog that raised just under $5000 for the United Way – a local charity that helps the homeless in my city. 

This experience helped me understand that I could use my skills and the few tools at my disposal to help people, both here in America and one day, maybe even in Congo. I realized that I am lucky enough to have the option of expanding that skillset through education in order to do more for the community that welcomed my grandparents, uncles, aunties, and parents when they had nowhere else to go. 

The journey was not easy because while I received immense support and love from my family for continuing my education, I had to teach myself how to prepare and apply to college. Once there I had to learn on my own what my professors expected of me, how to study, how to network, and so much more. I am grateful for those experiences too, because they taught me how to be resourceful, research thoroughly, listen carefully, and seek help when I need it. 

All of these experiences have crafted me into who I am today, and I believe that with the right training, they will help me become a great attorney.

Law School Personal Statement Example #16

During my undergraduate studies, in the first two years, I wasn’t entirely sure what I wanted to do with my career. I enjoyed doing research, but I found that I became more interested in presenting the research than the process of contributing to it. I spoke to most of my science professors to ask if I could participate in their research. I worked in biology labs, chemistry labs, and in psychology classrooms working on a variety of projects that seemed meaningful and interesting. I gained new perspectives on study habits and mental health; the influence of music on the human mind; and applications of surface tension. I noticed that I was always taking the lead when we were presenting our findings to peers and research groups. I enjoyed yielding questions and addressing the captivating the audience with engaging gestures and speech. This was what led me to consider a career in law.

I always thought that I would become a scientist, so when I discovered that there were aspects of law that could be considered “scientific”, I was all ears. Still during my second year of undergraduate studies, I wanted to join an environmental awareness group, but noticed there weren’t any active. So, I took it upon myself to create my own. I wanted to do cleanup projects across the city, so I mapped out parks and areas that we could walk or drive to. I advertised my project to other students and eventually gained approximately fifteen students eager to help out. I was struck by the pollution in the water, the negligence of park maintenance. I drafted a letter to the municipal government and petitioned for a stricter environmental compliance approach. I wanted to advertise fines to hold polluters accountable, as there were hardly any to enforce the rules. A letter was returned to me stating that the government would consider my request. I felt a sense of gratification, of purpose; I discovered that I had the ability to enact change through policy. This drew me closer to the prospect of building a future in law, so I looked at other avenues to learn more.

I still wanted to find a way to bring together my love of science and discourse/communication. As a science student, I had the privilege of learning from professors who emphasized critical thinking; and they gave me a chance to learn that on my own. I took an internship as an environmental planner. There, I helped present project ideas to various groups, updating demographic/development information, and managing planning processes. I engaged in analytical thinking by looking at maps and demographic information to develop potential plans for land use. It was also the experience I was looking for in terms of a balance between science and oral communication. Using data analysis, I spoke to other planners and review boards to bring ideas together and execute a plan.

Through science, I learned how to channel my curiosity and logical thinking; as an advocate, I learned how to be creative and resourceful. Presenting research findings and being questioned in front of a group of qualified researchers, having to be sharp and ready for anything, taught me how to be more concise in speech. Developing an advocacy group dedicated to improving my community showed me what it lacked; it opened my eyes to the impact of initiative and focused collaboration. I was eager to begin another science project, this time with the environment in mind. It was titled “determining and defining the role of sociodemographic factors in air pollution health disparities”. I compiled and summarized relevant research and sent it over to a representative of the municipal government. In a couple of weeks, my request to increase advertising of fines in public areas was agreed to.

This Juris Doctor/Master in Environmental Studies program will allow me to continue deepening my knowledge of environmental law. With my goal of developing a career in environmental affairs, overseeing policies that influence land protection/use, I know that this program will give me the tools I need to succeed. With my experience working with large groups, I also believe I will fit into the larger class sizes at your institution. I understand the value of working together and how to engage in healthy discourse. With your Global Sustainability Certification, I will equip myself the expertise I need to produce meaningful change in environmental policy.

Here's how a law school advisor can help you with your application:

Law School Personal Statement #17

Growing up in a poor neighborhood, what my friends used to call “the ghetto”, I was always looking for my way out. I tried running away, but I always ended up back home in that tiny complex, barely enough room to fit all my brothers and sisters with my parents. My dad was disabled and couldn’t work, and my mother was doing her best working full-time as a personal-support worker. There was nothing we could do to get out of our situation, or so it seemed. It wasn’t until years later when I started my undergraduate degree that ironically, after I found my way out, that I began looking for a way to come back. I wanted to be a voice for people living in those bleak conditions; hungry, without work. Helpless.

Getting my degree in social work was one of the best decisions of my life. It gave me the tools to lobby for solutions to problems in poor communities. I knew my neighborhood better than anyone because I grew up there. I had the lived experience. I started working with the local government to develop programs for my clients; the people living in those same neighborhoods. We worked to provide financial assistance, legal aid, housing, and medical treatment—all things sorely lacking. My proudest moment was securing the funds and arranging surgery for my father’s bad hip and knees. I’m currently working on a large project with one of the community legislators to lobby for a harm reduction model addressing addiction in our communities.

With five years of experience as a social worker, I knew it was time for a career change when I learned that I could have more influence on public opinion and legislative decisions as a social-security disability lawyer. I knew firsthand that people victimized from racism, poverty, and injury needed more help than they were currently allotted. I knew that, from becoming and advocate and communicating with influential members of the local government, that I could do more with a law degree helping people attain basic needs like disability benefits, which are often denied outright.

This desire to help people get the help they need from local programs and government resources brought me to Scarborough, a small town outside of Toronto. I was aware of some of the issues afflicting this community, since I’d handled a few clients from there as a children’s disability social worker. Addiction and homelessness were the two main ones. I worked with children with ADHD or other physical/mental disabilities impairing their ability to attend school and function normally. I helped many of them get an IEP with the details of the special services they require, long overdue. I made sure each child got the care they needed, including special attention in school. Also noticing that so many of these families lacked proper nutrition, I organized a report detailing this finding. In it, I argued that the community needed more funds targeting lowest income families. I spoke directly with a legislator, which eventually got the city on board with developing a program more specifically for the lowest income families with residents under 18.

My goal has always been to be a voice for the inaudible, the ignored, who’ve been victimized by inadequate oversight from the ground up. Many of these groups, as I’ve witnessed firsthand, don’t have the luxury of being their own advocates. They are too busy trying to support their families, to put food on the table for their children. I’ve realized that it isn’t quite enough to work directly with these families to connect them with resources and ensure they get the support they need. Sometimes the support simply doesn’t exist, or it isn’t good enough. This is why I’m motivated to add a law degree to my credentials so I can better serve these people and communities. As a future social-security disability lawyer, I want to work with local governments to assist clients in navigating an assistance system and improving it as much as possible. This program will give me the access to a learning environment in which I can thrive and develop as an advocate.

Law School Personal Statement #18

“You’re worthy and loved”, I said to a twelve-year-old boy, Connor, whom I was supervising and spending time with during the Big Brother program at which we met. A few tears touched my shoulder as I pulled him into me, comforting him. He was a foster child. He didn’t know his parents and never stayed in one place longer than a few months; a year if he was lucky. I joined the program not expecting much. I was doing it for extra credit, because I wanted to give back to the community somehow and I thought it would be interesting to meet people. He confided in me; he told me that his foster parents often yelled at each other, and him. He told me he needed to escape. I called Child Protective Services and after a thorough investigation, they determined that Connor’s foster parents weren’t fit for fostering. He was moved, yet again, to a different home.

I wrote an op-ed detailing my experience as a Big Brother. I kept names anonymous. I wanted people to know how hard it was for children in the welfare system. Many of them, like Connor, were trapped in a perpetual cycle of re-homing, neglect, and even abuse. He and other children deserve stability and unconditional love. That should go without saying. I sent the op-ed to a local magazine and had it published. In it, I described not only the experience of one unfortunate kid, but many others as well who saw their own stories being told through Connor. I joined a non-profit organization dedicated to improving access to quality education for young people. I started learning about disparities in access; students excluded by racial or financial barriers. I was learning, one step at a time, how powerful words can be.

With the non-profit organization, I reached out to a few public schools in the area to represent some of our main concerns with quality of education disparities. Our goal was to bring resources together and promote the rights of children in education. We emphasized that collaboration between welfare agencies and schools was critical for education stability. Together, we created a report of recommendations to facilitate this collaboration. We outlined a variety of provisions, including more mechanisms for child participation, better recruitment of social service workers in schools, risk management and identification strategies, and better support for students with child protection concerns.

The highlight of that experience was talking to an assembly of parents and school faculty to present our findings and recommendations. The title of the presentation was “The Power of Words”. I opened with the story I wrote about in the op-ed. I wanted to emphasize that children are individuals; those trapped in the welfare system are not a monolith. They each have unique experiences, needs, and desires they want to fulfill in life. But our tools to help them can be improved, more individualized. I spoke about improving the quality of residential care for children and the need to promote their long-term development into further education and employment. Finally, I presented a list of tools we created to help support a more financially sustainable and effective child welfare system. The talk was received with applause and a tenuous commitment from a few influential members of the crowd. It was a start.

Although I lost contact with Connor, I think about him almost every day. I can only hope that the programs we worked on to improve were helping him, wherever he was. I want to continue to work on the ground level of child welfare amelioration, but I realize I will need an education in law to become a more effective advocate for this cause. There are still many problems in the child welfare system that will need to be addressed: limited privacy/anonymity for children, service frameworks that don’t address racism adequately, limited transportation in remote communities, and many more. I’ve gained valuable experience working with the community and learning about what the welfare system lacks and does well. I’m ready to take the next step for myself, my community, and those beyond it.

Assuredly, but this length varies from school to school. As with all important details of your law school application, thoroughly research your specific schools’ requirements and guidelines before both writing and editing your personal statement to ensure it fits their specifics. The average length is about 2 pages, but don’t bother drafting your statement until you have specific numbers from your schools of choice. It’s also a good idea to avoid hitting the maximum length unless absolutely necessary. Be concise, keep economy of language in mind, and remain direct, without rambling or exhaustive over-explanation of your ideas or experiences.

You should keep any words that aren’t your own to a minimum. Admissions committees don’t want to read a citation-heavy academic paper, nor do they respond well to overused famous quotes as themes in personal statements. If you absolutely must include a quote from elsewhere, be sure to clearly indicate your quote’s source. But in general, it’s best to keep the personal statement restricted to your own words and thoughts. They’re evaluating you, not Plato! It’s a personal statement. Give them an engaging narrative in your own voice. 

Admissions committees will already have a strong sense of your academic performance through your transcripts and test scores, so discussing these in your personal statement is generally best avoided. You can contextualize these things, though—if you have an illuminating or meaningful story about how you came to receive an award, or how you enjoyed or learned from the work that won you the award, then consider discussing it. Overall though, it’s best to let admissions committees evaluate your academic qualifications and accomplishments from your transcripts and official documents, and give them something new in the personal statement. 

When you first sit down to begin, cast a wide net. Consider all the many influences and experiences that have led you to where you are. You’ll eventually (through editing and rewriting) explain how these shape your relationship to a career in law, but one of the best things you can give yourself during the initial drafting phase is a vast collection of observations and potential points for development. As the New England School of Law points out in their, “just write!” Let the initial draft be as messy as it needs to be, and refine it from there. It’s a lot easier to condense and sharpen a big draft than it is to try to tensely craft a perfect personal statement from nothing.  

Incredibly important, as should be clear by now! Unlike other specialties, law schools don’t usually conduct interviews with applicants, so your personal statement is in effect your one opportunity to speak with the admissions committee directly. Don’t let that gravity overwhelm you when you write, but keep it in mind as you edit and dedicate time to improving your initial drafts. Be mindful of your audience as you speak with them, and treat writing your personal statement as a kind of initial address in what, hopefully, will eventually turn into an ongoing dialogue.  

There are a variety of factors that can make or break a law school personal statement. You should aim to achieve at least a few of the following: a strong opening hook; a compelling personal narrative; your skills and competencies related to law; meaningful experiences; why you’re the right fit for the school and program.

Often, they do. It’s best for you to go to the schools you’re interesting in applying to so you can find out if they have any specific formatting or content requirements. For example, if you wanted to look at NYU law or Osgoode Hall Law School , you would find their admissions requirements pages and look for information on the personal statement.

There are lots of reasons why a personal statement might not work. Usually, applicants who don’t get accepted didn’t come up with a good strategy for this essay. Remember, you need to target the specific school and program. Other reasons are that the applicant doesn’t plan or proofread their essay. Both are essential for submitting materials that convince the admissions committee that you’re a strong candidate. You can always use law school admissions consulting application review to help you develop your strategy and make your essay stand out.

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Have a question ask our admissions experts below and we'll answer your questions.

How long should a Personal Statement be? Is there any rule on that?

BeMo Academic Consulting

Hello V! Thanks for your question. Some schools will gave very specific word limits, while some will not. If you do not have a limit indicated, try to stick to no more than a page, 600-800 words. 

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