Demands of developing graduate competencies have led Teacher Education Institutions (TEIs) to engage in curriculum quality evaluations. This study investigated the practices in implementing Curriculum Quality Audit (CQA) Cycle in one Philippine State University. Twenty-three College of Education (COE) faculty, who are teaching Professional Education courses, were the participants. Narrative Inquiry was employed and facilitated by the use of Open-ended questions, focus group discussion, and document analysis. The Thematic-narrative approach in data analysis revealed that the institution's practices are described to be informed and coordinated, rigorous, designated, evidence-based, iterative, collegial, and continuous. Challenges encountered include difficulty in managing time, insufficient understanding of the Philippine Professional Standards for Teachers (PPST), difficulty in motivating the faculty, and sustaining CQA's iterative nature. Findings suggest the formulation of policy on the institutionalization of CQA in the college.