This paper describes the results of a survey conducted during the fall semester of 1995. The intent was to gather data regarding the ways and means in which engineering economy is being taught at our universities. The hope was that such data would prove enlightening and perhaps lead to a better understanding of how engineering economy could/should fit into curricula in the future. Also, the hope was to-uncover data that would lead others to understand the pedagogy being used and perhaps increase the efficacy of their own teaching of the subject. In the following sections the results of the various questions of the survey are given as well as some commentary and conclusions regarding potential implications of that data at the end.