Antimicrobial resistance (AMR) represents one of the greatest global challenges to human, animal, and environmental health. Effective education on AMR is essential to prepare future professionals to address this complex issue. AMR-related content is included in many programmes; however, there is considerable variation in how AMR is taught across disciplines, including differences in scope, depth, and assessment methods. The extent to which the One Health perspective is integrated, or indeed overlooked, also remains unclear, despite its recognised importance in fostering interdisciplinary understanding and coordinated action to address AMR.  This study investigates educators’ perceptions of AMR teaching within undergraduate and postgraduate curricula, aiming to identify current practices, challenges, and priorities for improvement. It also explores the types of resources educators would find most beneficial in supporting effective teaching and assessment of AMR concepts.  Findings from this work will inform the co-creation of evidence-based, educator-led AMR resources that address identified needs and reflect pedagogical best practice. This collaborative approach aims to produce practical tools that educators value and will actively incorporate into their teaching.  This study supports the Microbiology Society’s Knocking Out AMR (KO-AMR) project and contributes to ongoing efforts to strengthen the role of microbiology education in tackling the global AMR crisis.