Background: Speech-language pathologists (SLPs) perform nasal laryngoscopy (LE) to assess voice and dysphagia-related disorders. The procedural aspects may include the use of topical nasal anaesthesia. Aims: To explore the practice patterns of American Speech-Language-Hearing Association (ASHA)-certified SLPs use of anaesthesia during laryngeal endoscopy procedures in the United States Methods & Procedures: Data were collected via a brief computerized survey. A mixed methodology was employed. National representation across the United States was achieved. Outcomes & Results: Limited pre-licensure training in LE with the majority of educational content embedded in a voice course (64.7%) and post-academic training via live continuing education (CE) (58.8-72.5%). Pharmacology training was notably lacking in pre- and post-licensure groups. A total of 50% of post-licensure training occurred via interprofessional (IP) mentorship with significant correlations (LE confidence and skills r = 0.64, < 0.001, anaesthesia r = 0.74, < 0.001). However, when looking at confidence of knowledge as compared with skills for the procedure, 83% of participants reported high levels of confidence in their knowledge, yet 31.25% reported high levels of confidence in the skills to perform LE. Conversely, when looking at confidence of anaesthesia knowledge (20.83%) as compared with skills, participants were less confident in their knowledge yet more confident in the skills (31.25%) to administer anaesthesia. Conclusions & Implications: Bandura's Social Cognitive Learning Theory of 1986 with standardized use of vicarious and self-regulatory capabilities based on prior experiences and the use of IP mentorship during pre- and post-licensure education for LE may be beneficial in training. Limitations and suggestions for future research are additionally reported.