In an effort to create a meaningful but reduced set of institutional core competencies, the Oregon Health & Science University (OHSU) Core Competency Project was developed. This paper reviews the importance of core competencies as a unifying institutional tool to examine equitable outcomes for all learners across schools and programs and to meet the expectations of external accreditors. Researchers utilized textual analysis to collect data from 60+ accreditors' guidelines and constant comparative analysis to interpret the data. The results of the study highlight a data-informed approach to competency development that engages stakeholders and provides an approach for other institutions to consider. This research study occurred in the midst of community calls for social justice and during a global pandemic, and these social contexts impacted the study in significant ways. It is from a process of rigorous debate paired with passionate calls for change that meaningful core competency definitions emerged. Researchers conclude by reflecting on the lessons learned from core competency development in times of crisis.