In contrast to other parts of the world, where the field of (non-English) languages for specific purposes (LSP) has a well-established research tradition, in the United States, LSP has historically been an applied field with little funding, support, or recognition for in-depth research. 1 However, this is changing, as interest in LSP research and in the development of LSP course and program offerings continues to expand in higher education in the United States (Doyle 2012, 2013; Doyle and Gala 2014; Lafford 2012a, 2012b; Spaine Long 2010, 2013). For instance, course and program offerings in LSP (business, the health care professions, translation and interpretation, law enforcement, etc.) have increased throughout the country over the last twenty years (Long 2013; Long and Uscinski 2012; Sánchez-López 2010, 2012). Similarly, the number and variety of scholarly publications, conferences, symposia, and pedagogical materials in LSP have also multiplied in recent years (Lafford 2012a, 2012b; Spaine Long 2010; Sánchez-López 2013). The authors (who have been key participants in the LSP national dialogue for over a decade) were motivated by the enthusiastic discussion that evolved during the First International Symposium on Languages for Specific Purposes (2012) and the subsequent scholarly volume Scholarship and Teaching on Languages for Specific Purposes (Sánchez-López 2013). These discussions highlighted the urgent need for a stronger research agenda and the joining of forces to investigate the overall current state of LSP research in higher education in the United States. This chapter presents the results of a nationwide survey conducted during the spring and summer of 2014. The principal objectives of the study were to identify areas of research interest as well as research needs as defined by LSP scholars and practitioners in US higher education.