Research on the state of community psychology (CP) in undergraduate education is scarce. This lack of understanding within the discipline hinders the ability to learn from CP educators’ experiences and disseminate effective practices. To begin to address this gap, the current study distributed a survey to CP educators located within the United States, exploring the following questions: 1) what are the demographics, locations, and roles CP-related educators occupy, 2) what are the biggest challenges educators encounter in and outside of the classroom when teaching CP-related content, and 3) what additional resources/supports do educators need from both their institution and the larger professional field to deliver high quality CP educational experiences. Responses from participants (N=44) highlight diversity in educators’ positions and geographic locations, as well as the prominence of a CP focus across departments. Applying an ecological framework, findings indicate that educators encounter multiple systemic challenges while teaching CP-related content at the departmental, institutional, and local community levels. At a national scale, the political climate regarding public education also contributes to instructional barriers. Assessment of resources regarding needed support systems and action within the field are provided. Lastly, we stress the value of future research concerning faculty teaching undergraduate CP courses.