With new and innovative efforts occurring within higher education, it is important to analyze these efforts. The purpose of this study was to examine competency-based education (CBE), and to improve and expand the research that exists related to CBE; while also describing a difference in degree completion proportion between CBE and the traditional credit hour learning delivery method. The National Center for Education Statistics (NCES), which tracks degree completion in the field of higher education, does not currently distinguish between the traditional credit hour and CBE methods although approximately 40% of undergraduate students overall do not complete their degree. A comparative quasi experimental design was conducted comparing delivery methods and degree completion proportion, while using a sample of full-time undergraduate students in higher education from each method and from 13 selected private colleges and universities. The groups were compared to each other to determine if differences exist. Findings indicate that as related to delivery method (CBE and traditional credit hour) and degree completion differences exist between the two groups. The areas which revealed a higher magnitude of strength were that of the female gender, students age 25 or older, institution attended, and the distance education only mode of delivery. Based on the testing that was completed, those areas also exceeded completion expectations within the CBE group. Findings can assist higher education decision makers as to efforts beyond the traditional delivery. Keywords: Competency-based education, personalized learning, degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]