This paper is based on an analysis of 83 syllabuses and/or catalog descriptions of courses on the politics of education, educational policymaking, and policy analysis received from members of the Politics of Education Association in the United States, Canada, the United Kingdom, and Australia. This material provided information on what topics were being covered in politics of education classes, what texts were used, what the backgrounds of the instructors were, and where the politics of education fit in the curriculum. The first section--on course content and topics--outlines the geographic configuration of responses indicating the probability of politics in education classes being taught in various countries and states based on the responses to the initial request for data. Course foci of the syllabuses are examined next and their content and approach analyzed; two emphases are determined--politics of education courses and educational policy courses. Topics and patterns of each type are noted. Texts and readings used are highlighted next, and the most common materials are commented upon. Finally, speculations and future research are discussed, and questions needing to be answered to fill gaps in the knowledge of the subject are examined. Concluding the paper are five notes. (WTH)