This work presents the results of a recent two-part survey of how engineering economy is taught in U.S. universities. A mail and email survey of faculty and staff that teach engineering economy was conducted in 1995 through 1997. For the survey's two parts, this produced 45 and 28 complete responses, respectively. Three categories of questions were asked pertainingto 1) the faculty that teach it, 2) the course content and mechanics itself, and 3) the students that take the course. This paper also includes results from a previously unpublished survey done in 1989. All of these results are compared with two similar studies done in 1984 and 1989. Potential pedagogical implications are summarized as they relate to increasing the efficiency and effectiveness of engineering economy teaching in U.S. universities.