This article reports the results of a national survey of LSP offerings in U.S. higher education conducted during 2011. The survey updates one carried out by Christine Über‐Grosse and Geoffrey M. Voght in 1990. The data provide: (a) a profile of institutions that offer LSP; (b) an overview of the number, type, level, and enrollment in LSP courses; (c) perceptions about the attitudes of chairs (and departments) toward these courses; (d) a prioritization of the reasons for adding or discontinuing LSP courses; (e) partnerships with other professional units; (f) a measure of the growth of the field with projections for the future; (g) offerings beyond the course level (degree tracks, minors, certificates); and (h) the tenure status and primary fields of specialization of LSP instructors. The data show that while the overall offerings of LSP have remained relatively stable at 62%, the sophistication and variety of offerings have become deeper and more focused in response to broader needs. LSP is solidly established as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding.