The interest in the role of culture and instructional design and technology (IDT) continues to grow but the research in the area remains limited. More so, the number of online courses and programs are also on the rise, as is the number of geographically dispersed and culturally diverse students. In response, this study was designed to examine current trends in addressing sociocultural issues in the coursework across IDT graduate levels of study. The goal was to amass relevant data that may serve as a resource for making decisions about how sociocultural content is being infused into IDT coursework. Using an online questionnaire, qualitative data were collected from IDT instructors, instructional designers, and students to answer the question, "What are the current trends in addressing sociocultural content in IDT coursework?" Several issues were revealed in the findings including: the diverse nature and structure of IDT programs and courses, the difficulties encountered when attempting to quantify sociocultural content, and the fluid and elusive nature of the "culture" based on context particularly in course design and delivery.