While theoretical explanations, system response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the U.S., a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula. This paper reports the results of a national study of 679 randomly selected criminal justice program curricula. Institutional, departmental, and course-level variables indicate that while victim-based research has proliferated, it does not mirror the extent to which victim-based courses are required in criminal justice programs. Theoretical, professional, and policy implications of the results are discussed.