Our study has potential limitations. First, all data were self-report in nature and may reflect recollection bias. Second, because of anonymity, we cannot determine how representative our sample is in relation to the non-responding programs. Third, although respectable for mailed surveys, the response rate was only 43.7%. Fourth, non-responders may not have participated because of a lack of programming in BPD, thereby affecting results. Fifth, course material on BPD may have been present in other types of courses not mentioned, such as a course on DBT. Last, the presence of instruction about BPD cannot be equated with trainee competence to treat this often-challenging disorder. Despite these potential limitations, this is the first study, to our knowledge, to examine the didactic presence of BPD in psychiatric training curriculums. Is it really sufficient?