In the United States, there is significant interest from policy boards and funding agencies to change students' experiences in undergraduate mathematics classes. Abstract algebra, an upper division undergraduate course typically required for mathematics majors, has been the subject of reform initiatives since at least the 1960s; yet there is little evidence as to whether these change initiatives have influenced the way abstract algebra is taught. We conducted a national survey of abstract algebra instructors at Master's- and Doctorate-granting institutions in the United States to investigate teaching practices, to identify beliefs and contextual factors that support/constrain non-lecture teaching practices, and to identify commonalities and differences between those who do and do not lecture. This work provides insight into how abstract algebra is taught in the United States, factors that influence pedagogical decisions, and avenues for how to approach and better support those are interested in implementing non-lecture teaching approaches.