This research examined students' self-reported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students' achievement of ID standards and competencies.