Development of competency-based education business curricula at three universities showed substantial variation. Curriculum competencies were developed from traditional learning objectives or employer interviews and addressed once or several times. Assessments were unique or based on traditional program or national examinations. Faculty roles were unchanged or unbundled into development, delivery, and advising. Trade-offs existed among student characteristics, program structure, and faculty interaction. Opposition depended on competency-based education fit with faculty culture and perceived traditional program competitiveness.