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Originating in the 1970s, Competency-Based Education (CBE) deviated from traditional time-based benchmarks, emphasizing mastery of specific skills and competencies. Its initial adoption is mainly attributed to a response to a more traditional educational system that was heavily reliant on time-based (credit hour) benchmarks of success to indicate a learner's success (Klein-Collins, 2012;Nodine, 2016). CBE adopts a stance that, instead of emphasizing a prescribed amount of time on a topic, a learner shifts their focus towards the complete mastery of a specific set of skills and knowledge sets (competencies), empowering learners to progress at and set their own pace and tempo (Dragon & Pellegrino, 2017). Substantial changes to the global economy, technology, automation, and the general workforce dynamic have further compounded the application of CBE (Malhotra, Massoudi, & Jindal, 2023), and, some critics question the narrow focus of CBE, suggesting that it may overlook the broader skill sets required in multifaceted professional environments. The focus of this dissertation is to investigate the alignment of CBE with contemporary professional demands to identify potential discrepancies, emerging trends, and areas for further research. By analyzing the 2020 National Survey of Postsecondary Competency-Based Education (NSPCBE) dataset, this research quantitatively evaluates factors such as CBE adoption rates, program specifics, student demographics, barriers to adoption, and alignment with industry standards. The purpose of this quantitative study is to provide valuable insights for educators and policymakers through rigorous data analysis, ensuring academic frameworks remain relevant and beneficial for future professionals.