The purpose of this research was to explore the effects that gender and institutional classification have on the inclusion of syllabus components. Course syllabi (N = 350) written by men and women from seven types of institutions, based on Carnegie classification, were sampled and evaluated for the presence of 26 syllabus components. The gender data clearly indicated that there were no gender effects by individual syllabus component and only one gender effect by syllabus component category; that is, females included more policy information than males. In addition, while there were institutional classification effects, there were no clear patterns of effect. (Contains 7 tables.)