Nonprofit management education (NME) has received attention from scholars and practitioners over the past thirty years. Much of the research on NME focuses on credit-based university courses, primarily reflecting a U.S. context. Left out of analyses are non-credit NME offerings. This article relocates to an English-speaking Canadian landscape where a substantial number of non-credit NME courses are found. Mapping methodologies, favoured to showcase the breadth of NME, cannot offer deeper insight into questions and critiques of non-credit NME curriculum and instruction. This article shows how syllabi review and critical qualitative inquiry can deepen knowledge of non-credit offerings. A new research agenda for non-credit NME is required to support nonprofit managers to achieve their social goals.