Undergraduate art therapy programs outnumber graduate programs in the United States, yet they lack a parallel set of educational standards. An online survey collected data from 38 out of 54 undergraduate art therapy programs. Similarities among programs included: curricular requirements, credential-holder provided advising and fieldwork supervision, and a statistically significant number of students who continue on to study graduate level art therapy. Program differences included: learning outcomes, faculty body, fieldwork requirements, and gate-keeping practices. The results implied an increased need for art therapy faculty trained to teach undergraduates, expanded scope of practice for educated para-professionals working in non-clinical community settings, increased access for a diverse student body into graduate level education, and need for development of undergraduate education standards.