Psychology graduate students in the United States are expected to demonstrate competency in the history of psychology. Despite the topic's importance, there are limited guidelines. The present study examined history and systems of psychology (HSP) course syllabi from American Psychological Association accredited Doctor of Psychology programs. Of those programs solicited (n = 62), 43.5% (n = 27) returned syllabi. Syllabus content was analyzed to develop a better understanding of when and how the course was taught. The HSP course was usually offered for three credits and was most often scheduled in the summer semester of a student's third year of training. Most HSP courses used a lecture format and a textbook was the principal pedagogical resource; journal articles were often used as a supplemental resource. Primary sources and diversity-focused resources were used less frequently. The average syllabus had five learning objectives, although these objectives were rarely described in an observable and measurable manner. Objectives were rooted almost entirely in foundational competencies. Prevalent assessment methods included participation and exams. Nearly every course was organized chronologically. Frequent class topics included: behaviorism; functionalism; psychoanalysis; experimental psychology; and structuralism. There was little mention of historiography, major clinical psychology training conferences, or humanistic psychology.