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Competency-Based Education (CBE) represented an innovative shift in the landscape of higher education, advocating for a learning-centered approach and challenging traditional timebased frameworks. This paradigm shift garnered significant attention. Despite the growing adoption of CBE, comprehensive research remained scarce that reviewed its implications on enrollment trends and institutional funding sources within the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) region. This study filled this critical gap by conducting an exploratory analysis of CBE across institutions accredited by SACSCOC. Through this research, the dissertation contributed to the ongoing dialogue on CBE and supported the evolution of higher education to better serve the needs of a diverse and changing student population.