The survey consisted of 25 items eliciting information about course content, title, structure, instructional methodologies, rigor, and methods employed for evaluating students. Information was also obtained on respondent institutions, titles of academic departments, and resources used in course development and instruction. Of 143 mailed surveys, 79 or 55.2 percent were returned. Most respondents were affiliated with 4-year graduate degree institutions. Titles of comparative criminal justice courses showed considerable homogeneity. A prerequisite course was required at 46 percent of the institutions, class size varied from 4 to 70 students, and about one-third of the respondents depended primarily on textbooks to teach the course. Most respondents required that students use at least one textbook in the comparative course, and faculty employed several distinctive instructional methods. One scholar, for example, arranged for his classes to observe the United Nations General Assembly debate on crime issues. Only 20 percent of the respondents used overhead transparencies; 41 percent used maps and 43 percent showed films. Eight of every 10 respondents reported a high level of rigor and tremendous enjoyment in teaching the class. 15 references and 1 table (Author abstract modified)