This necessitated the introduction of more courses related to clinical pharmacy. 5 Yet, it was reported that an ideal clinical pharmacy set up in the health care systems of these developing countries is still ABSTRACT Introduction: The current Pharmacy Curricula development initiatives in developing countries are focused on the expansion of courses in Patient-oriented Pharmacy Education. This resulted in the decrease of credit hours allotted to Pharmacognosy curricula. Methods: The current curricula for the Bachelor of Pharmacy (B Pharm) programme of universities in the United Arab Emirates (UAE) were studied. The curricula stated in the Study-Plans of these universities were divided into eight divisions based on the specialty of courses. The divisions: Pharmaceutics; Pharmaceutical Chemistry; Pharmacology; Pharmacognosy; Patient-oriented Courses; Training; Biomedical and University Requirements. Study-Plans data were obtained from related universities' official websites. The percentage analysis of credit hours allotted to each division was calculated. In addition to UAE, B Pharm programmes of representative universities from Africa and the Middle East were also studied for comparison. Results: Results obtained from UAE Universities show that Pharmacognosy division has (4.7%); Pharmaceutics (15%); Pharmaceutical Chemistry (14.4%); Pharmacology (9.7%); Patient-oriented Courses (18.8%); Training (11.5%); Biomedical courses (10.8%) and University Requirements (15.7%). Our analysis of study-plans of other representative universities from Middle East (8.6%) and Africa (8.9%) demonstrated a higher percentage for Pharmacognosy compared to UAE (4.7%) Universities. Conclusion: The inadequate credit hours allotted to Pharmacognosy division may have adverse implications on Drug Industry, Patient Health Care and Herbalism. Recommendations are given on how to amend this inadequacy in Pharmacognosy curricula.