An ex-post-facto design on interrelationship between familial characteristics and work-family commitment ofUniversity teachers-A Gender analysis was carried out on a sample of 165 University teachers drawn from three cities ofnorthern Karnataka. Teachers offering UG/PG courses in agriculture/science faculty belonging to Assistant professor toProfessor and above cadre were randomly selected. Familial characteristics included family environment, family involvementand social support of University teachers assessed using family environment scale developed by Bhatia and Chadha (1993),family involvement scale by Misra et al. (1990) and social support questionnaire by Sarason et al. (1983). Work-FamilyCommitment was assessed using Work-Life Balance scale developed by Fischer-McAuley et al. (2003). Results revealedthat more than half of State Agricultural Universities (67.0%) and Non-State Agricultural Universities (67.3%) teachershighlighted high level of family environment and none of them fell in low level. The family environment of SAU and Non-SAU teachers differed significantly by gender, indicating that females had better family environment compared to maleteachers. Most of the SAU (84.5%) and Non-SAU (85.5%) teachers revealed high level of family involvement and nonewere in low level. With regard to social support, teachers of SAU (73.8%) and Non-SAU (70.0%) received high socialsupport but none were in low level. High level of work-family commitment was observed in more than half of the SAU(54.5%) and about 3/4th of Non-SAU (74.5%) teachers and the rest were in moderate levels. Significant interactionary effectof gender and cadre was observed indicating that males with Professor and above cadre revealed higher work-familycommitment than females, while no such trend was observed among Assistant and Associate professors. Positive andsignificant correlation was observed between family environment and work-family commitment of SAU and Non-SAUteachers while positive and highly significant correlation was observed between family involvement and work-familycommitment of SAU teachers only. This indicated that the more conducive the family environment, the higher the workfamilycommitment of both the groups of teachers and vice versa. Thus there is a need to devise family friendly policies sothat both male and female teachers can carry out their jobs effectively and also pay required attention to the family.