This scoping review aims to evaluate the existing literature outlining inclusion of Antimicrobial Stewardship (AMS) teaching and assessment within professional pharmacy curricula to provide a foundation for future scholarly research and to identify innovative teaching and assessment practices for AMS programming. Findings. Seven studies met the inclusion criteria. Two studies explored the extent, content and methods of AMS delivery, 4 studies described AMS elective courses, and 1 study described an interprofessional module. Most studies were conducted in the United States (US). 86.6% (n=15) pharmacy schools incorporated AMS into curricula in the United Kingdom (UK). As for the US, 68.1% (n=116) of pharmacy programs reported incorporation of AMS education into curriculum. Learning objectives of the elective courses focused on Infectious Diseases Society of America (IDSA)/Society of Health care Epidemiology of America (SHEA) guidelines, AMS literature appraisal and AMS principal application. The most used teaching strategy was didactic lectures followed by case studies. Active learning approaches like simulators, problem-based learning and presentations were also used but to a lesser extent. Summary. The scarcity of scholarly activity for AMS teaching and assessment provides a signal that curricular planning for AMS should be guided by national or international organizations. Furthermore, AMS learning should be considered as a required subject for all pharmacy students. AMS curricular reform may be influenced by timing of the course, teaching approaches and performance assessment of students.