This paper assesses the impact on the curricula of undergraduate programmes in Argentina of the quality assurance mechanism implemented by the National Commission for University Evaluation and Accreditation (CONEAU). The paper examines curricula changes in pharmacy, biochemistry and agriculture undergraduate programmes to show the major observations made during the accreditation process and the possible tensions generated within institutions throughout the implementation of change. The analysis is based on peers' opinions about accredited programmes and enquiries made to academics. The evidence shows that universities faced problems when they attempted to implement changes to adjust curricula to quality criteria due to individual and organisational resistance to change. The sources of resistance identified are structural inertia, resistance to resource allocation between teaching departments, lack of consensus and threats to expertise and teaching habits. However, as the accreditation process was mandatory and institutions responded to peer review, the accreditation process had a significant impact on programmes because it enabled universities to implement curricula changes. (Contains 3 tables and 1 note.)