This study sought to examine the state of media literacy in higher education across the United States. More specifically, this study aimed to describe various working models of media literacy within college and university minors, specialization/concentrations, and certificate offerings at the undergraduate, graduate, and continuing education levels. Emphasis was placed on exploring the philosophical underpinnings, overall pedagogy, and barriers and facilitators in developing and maintaining higher education media literacy program offerings. This study utilized curricular analysis of course syllabi to map media literacy topics, course outcomes, activities, and assignments. Additionally, in-depth interviews with professors and administrators teaching and overseeing media literacy courses and programs were utilized to describe personal pedagogy, classroom experiences, and perceptions about the importance of media literacy in higher education. This study underscores the need for awareness about the critical role of media literacy education and to increase its visibility across higher education institutions across the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]