This paper analyzes the curriculum of engineering leadership offerings in Canadian universities. We operationalize an adapted version of Lattuca and Stark's (2011) academic plan framework to analyze key documents of engineering leadership offerings embedded in the engineering curriculum in six different universities. In the process, we generate relevant categories for comparison that are specific to engineering leadership curricula, leading to a preliminary taxonomy for leadership education in a professional field. Using the process and taxonomy developed, findings show a range of purposes, content and sequencing, with a common core of instructional processes and resources. We also explore how accreditation, labour markets, internal resources and relationships shape curriculum decisions. This paper highlights changing trends in engineering education related to leadership skill development and provides insights for professional education more broadly on the influences and practical implementation of these changes.