The study examined the nature of the undergraduate curricula for Auditory Processing Disorders (APD)for communication pathologists (speech-language therapists and audiologists) within the South African context. An exploratory descriptive survey design was utilised. The respondents (N=9) were the authoritative voices in the area of APD, i.e. academics based at training institutions involved in the training of Speech-Language Therapists and Audiologists in the field of APD. They represented the five institutions providing training in APD at the time of data collection. A specifically designed questionnaire and the course descriptors and/or study guides were used to obtain information on the APD training programmes at each institution. A curriculum analysis framework was utilised to analyse the curricula (Jansen & Reddy, 1998. The study found no standard with regard to lecture and clinical time allocation. The time allocated to the theoretical training in APD accross the training institutions varied significantly from 4 hours 30 minutes to 53 hours and that for clinical training varied from 7 to 48 hours. However, the results showed that the curricula offered in APD at all training institutions compared favourably with international trends. Information was not forthcoming on how the South African social and contextual issues were incorporated into training in APD.