Curriculum, curricular transition and reform define transformational outcome-based education (OBE) in the Philippine education system. This study explores how alignment may be done with a special physics education program to suit the OBE curricular agenda for pre-service physics education, known as an outcome-based teacher education curriculum (OBTEC). A comparison of the program's intended curriculum and enacted curriculum initiated a retrospective evaluation with purposively selected cases of physics teachers in the country's National Center for Teacher Education (NCTE). Insights in the match between the intended transition curriculum and the teachers' enacted curriculum likewise determined the congruence and gaps in these two curricula deduced from the analysis of the comparison. Accordingly, significant congruence observed in each of the three matched domains (lesson design and implementation, content, and classroom culture), as confirmed by well-satisfied students' communicative behaviour and high student engagement (received curriculum), may prove that the special physics education program transformed into the transition curriculum adheres to the traits of transformational OBTEC. Accordingly, teachers' sustained the match while enacting the transition physics education program that visibly confirmed a successful enacting of transition curriculum. Full assessment can provide an entire landscape of operationalising the transition program, which may lead to refinement of the transition program to produce better curriculum outcomes. These outcomes may deliver a strong human capital to help build and sustain the country's economic growth through knowledge-based means.