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This paper presents the results of a survey conducted to ascertain the status of microprocessor (μP) education at those schools represented by the March 1980 IEEE electrical engineering department mailing list, a total of 250 institutions. There was a 50 percent mailing return. The response indicates nearly every student has access to some form of μP education. The average school offers 54.4 50-minute lectures and 17.4 3-hour laboratory sessions. A substantial increase is expected in the future. Courses and requirements have been modified or eliminated to accommodate the , μP, but, in general, not to the end of reducing budget. Developed programs have most often meant more budget, faculty, and space. Essentially, all electrical engineering departments teach their own , μP courses. Computer science (40 percent of electrical engineering) and a number of other disciplines also have a parallel effort (less than 10 percent of electrical engineering). It is suggested that the electrical engineering department is a natural platform for offering service courses to other disciplines. The μP has been accepted readily and rapidly. A school without such an offering is rather out of step. Some schools seem to have gone overboard. The challenge remains that of finding the golden mean.