Capstone experiences have high educational impact with various approaches available for biology. However, no information exists regarding the pervasiveness of capstone courses in Canadian and American biology programs. This study surveyed the prevalence and character of biology capstone courses in the USA and Canada. The survey included a majority of public institutions offering primarily undergraduate programs. Seventy percent of American biology degree programs required a capstone course vs 27% of Canadian schools. Large and graduate institutions were less likely to require a capstone course. Medium-sized institutions were more likely to deliver their biology capstone course as a seminar, whereas small institutions were more likely to include an undergraduate research experience. Sixty percent provided some review of biology's conceptual foundations, but most capstone courses devote little time considering the history or philosophy of biology. Most schools included the development of students' writing, speaking, and thinking as learning objectives. Research skills were significantly less likely to be a learning objective. Although biological capstone courses may intend to integrate students' biological knowledge, educators also need to consider how that knowledge could be synthesized into students' entire education.