OBJECTIVES: The growing need for pharmacists to  monitor and assess economic and health outcomes associated with pharmacy products and services provided is reflected in the most recent US Accreditation Council for Pharmacy Education (ACPE) guidelines (effective 2007). The last investigation of pharmacoeconomic (PE) education in US colleges of pharmacy (COP) was conducted in 2007 (before the new guidelines came into effect).  The objective was to conduct a follow-up survey in 2011.   METHODS: E-mails requesting syllabi covering pharmacoeconomic topics were sent to all US Colleges/Schools of pharmacy who had PharmD graduates in 2011 (N = 103).   A follow-up e-mail was sent to instructors who provided these syllabi asking for 1) the number of students who completed the course; 2) the availability of pharmacoeconomic projects; 3) if there were PE rotations available for PharmD students; and 4) the opinion of the instructor about the sufficiency of the hours devoted to pharmacoeconomic education. RESULTS: The majority of the colleges and schools (78 out of 87 analyzed) covered PE in required courses. The number of hours dedicated to pharmacoeconomic-related topics varied from 2 to 60 hours per year. The median number of PE hours for required courses was 16 and the mean number of students enrolled annually was 117. Learning objectives and covered topics obtained from syllabi and surveys varied among colleges/schools.   CONCLUSIONS: More US Colleges/Schools of Pharmacy required PE education compared to the 2007 survey, and the number of hours and students in these courses increased.  Although the extent of PE education has increased, a large variation in the number of teaching hours and list of covered topics among the colleges and schools demonstrates a lack of uniformity or standardization for this area.