The purpose of this study is to describe the perceptions of medical educators regarding the care perspective and to examine implications for medical ethics education. After many years of being omitted from the theory of medical ethics, the care perspective is beginning to emerge in theoretical discussion. Work to date does not tell us whether or how physician-educators view or use the care perspective in medical practice and/or in medical ethics education. Yet it is physician-educators who influence the content and focus of medical ethics education. In this exploratory, qualitative study, in-depth focused interviews were conducted with ten physician-educators who teach medical ethics at one academic medical center. A systematic multiple level analysis of participants' responses led to the identification of themes, patterns and interrelationships of data which were supported by case stories. The study yielded thick, rich narrative descriptions and the original commentary was retained to preserve the language, imagery and reflections of the physician-educator's experiences, styles and approaches. The findings suggest that some physician-educators use several different approaches to the medical ethical decision making process including the care perspective. They believe the care perspective: is implicit in medical practice; is essential and should be made explicit in the medical ethical decision making process, where as an ethical approach, it may avert certain ethical dilemmas and even lawsuits; must be made explicit in medical ethics education, both in the classroom and clinical setting; and instruction should be extended over the entire period of a medical student's education. The purpose of this study is to learn how the care perspective is regarded, understood and used, if at all, by physicians who are directly involved in medical ethics education. While the findings contribute to a larger understanding of the place of the care perspective in medical practice and in medical ethics education, they also raise new questions that suggest further study.