Nearly nine decades after the pioneering efforts of Fatemeh Sayyah, the founder of academic comparative literature in Iran, disciplinary threads of comparative literature in the country remain entangled and unsettled. Although in 2016 (1395 SH) the Ministry of Science formally approved the Comparative Literature Minor under the broader Major of Persian Literature at the master’s level, the field continues to face numerous obstacles and points of friction. According to some critics, university-based comparative literature in Iran not only still falls short of a status befitting a country with an ancient civilizational legacy and long-standing cultural interactions with the world, past and present, but also confronts persistent challenges and widespread misinterpretations. What is conspicuously absent is a body of well-documented resources to comparative literature curricula in universities worldwide—materials that would enable a clear and reasoned comparison of Iran’s situation with global practices. The present study seeks to offer a preliminary response to this fundamental need, in the hope of paving the way for future researchers and textbook authors. The present paper analyzes the educational and research programs of the past five years at more than forty leading and influential academic institutions in the Western Anglosphere. Following a detailed report and a preliminary evaluation of the data—drawn from course syllabi and official catalogs published on the websites of educational and research institutions—I employ a data-mining approach to identify six conceptual clusters. On this basis, the study presents a documented account of the current state of comparative literature in the first two decades of the twenty-first century within the English-speaking world, as well as the prospective trajectories of the discipline on a global scale.