In recent years, competency-based education (CBE) has made considerable inroads in higher education. Various institutions have developed or begun developing a range of programs modeled on competency-based principles. CBE is viewed by many, and with good reason, as a potential means to deliver a more effective educational experience at a lower cost. Yet despite increased interest from postsecondary institutions and strong support from policymakers, examples abound of regulatory barriers that not only fail to encourage competency-based learning but in fact impede its progress. The question thus arises as to whether the postsecondary regulatory community can develop an efficient process for approving and overseeing competency-based models, even within a favorable political environment. In this paper, the authors examine current or proposed regulatory frameworks for the management of competency-based programming at the state, accreditor, and federal levels. They highlight key concerns with and among these systems and note where efforts are being made to resolve barriers. Following this exploration, the authors recommend strategies for improving state, accreditor, and federal oversight of CBE programming.