A survey of introductory soil science or equivalent (ISS[subscript e]) instructors and courses at 79 institutions differing in land-grant status (38 land-grant, 41 non-land-grant) and Carnegie category (48 doctoral, 16 masters, 10 baccalaureate, 2 associate, 3 respondents did not identify by Carnegie classification) was conducted to collect information about the current state of ISS[subscript e] course offerings in the United States. Our data demonstrates little evidence for curricular differences between land-grant and non-land-grant institutions. A "depth" ranking of topical components of these courses showed that soil water concepts and soil classification were allotted the most time, on average. Pedagogical styles were diverse, with 44% of ISS[subscript e] course hours dedicated to active learning, flipped classroom, or online learning formats. There was no significant relationship between class size or institution type and the proportion of the non-lab component of the course taught in alternative formats. Over 40% of respondents expressed interest in connecting with other introductory soils instructors to share course materials and explore new approaches. The results of this survey will serve as a resource to (1) improve general knowledge of the diversity of materials, and methods used to teach introductory soil science courses; (2) assist instructors or institutions in the process of revising or reviewing their introductory soil science courses; and (3) identify opportunities for cross-institutional cooperation or development of course materials and resources.