This study examined conceptual physical education (CPE) course syllabi in order to better understand how such courses were taught in higher education. In total, 86 syllabi were collected with 43% of them emanating from colleges. The syllabi were analyzed to ascertain the course credits, formats, content, assignments and assessments. Chi-square tests were employed to explore the differences between colleges and universities in the aforementioned aspects. The data from our study suggested that knowledge remained the focus of such courses. Physical activity, fitness, and nutrition assignments and assessments were not widely employed. Furthermore, universities had fewer CPE credits than colleges. There were CPE content differences between colleges and universities while no significant discrepancy of assignments and assessments was found. (Contains 5 tables.)