Background: Registered dietitians (RDs) are an important part of the interdisciplinary team required for effective obesity care. However, the extent of obesity training for RDNs has not been studied. The objective of this study was to benchmark the inclusion and perceived importance of obesity-related competencies in US dietetic supervised practice (SP) programs, which are a required part of clinical training for all RDs. Methods: This cross-sectional survey study was modeled after previous studies of obesity-related medical training. The survey was based on the 2017 interprofessional Provider Competencies on the Prevention and Management of Obesity and was emailed to all 319 SP directors in the US. Participants were asked to rate the extent to which each of the 31 competencies are incorporated into their program using a 4-pt Likert scale. The survey also included questions about barriers. Results: We received 34 responses, representing 10% of SP directors. 55% (n=21) indicated that teaching students about the prevention or treatment of obesity is an intentional program objective. The most commonly included competencies were 'evaluate BMI' and 'perform effectively in an interprofessional team', reported as being covered to a "great extent" by 82% and 71% of respondents, respectively. Very few programs reported "not at all incorporated" for any competencies; the most frequent were 'potential role of genetics/epigenetics' (15%, n=5) and 'physiology/pathophysiology of obesity' (12%, n=4). 'Perform effectively in an interprofessional team' and 'discuss obesity in a non-judgmental manner' were considered "very important" by 94% and 88% of respondents, respectively. The most frequently reported barriers were lack of room in the curriculum and lack of obesity-related rotation sites, reported as a moderate or large barrier by 68% and 53% of respondents, respectively. Conclusions: This study is the first step to understanding the degree to which RDs are trained in obesity, and the perceived importance of obesity training. Some competencies are integrated to a high degree, while others are incorporated very little due to various barriers.