Ever since the approval of the new Accreditation Board for Engineering and Technology (ABET) Engineering Criteria (EC 2000) by the Board of Directors of ABET on November 2, 1996, and its mandatory application as of Fall 2001, educational institutions across the United States have had to assess and evaluate their undergraduate engineering programs from a different perspective. That is, ABET EC 2000 was designed to employ the philosophy and practice of continuous quality improvement to engineering programs. Engineering Criteria 2000 call for each engineering program to identify its constituencies and, based upon their feedback, to formulate the services that each program will provide. The first step is the development of program educational objectives–statements describing expected achievements of graduates in the early years of their careers after graduation as a result of their educational preparation. Usually, educational objectives are expectations of graduates’ performance after they have left the school and been in the workforce for three to five years. Subsequently, the second step requires the more specific definition of program outcomes–skills, knowledge and behavior that would be expected of students at the time of their graduation. All this requires considerable time and effort, not only to clearly define the program educational objectives and program outcomes, but also to develop proper and continuous assessment methods and tools, the documentation, the processes, and the necessary culture and philosophy changes that would be introduced as a consequence of the cyclical processes. We, at the University of Puerto Rico at Mayaguez, realized the significance of EC 2000 early on and undertook planning and organizational steps fully four years prior to the actual site visit. All six of our undergraduate programs were evaluated during November 2002.