The research examined the impact of the Competency-Based Education movement upon music curricula within higher education in the United States through a two-step survey process and four on-campus visits. Three-hundred four competency-based approaches were identified in 115 NASM institutions in ten areas of musical study: music education, music theory, applied music, aural theory, class piano, comprehensive musicianship, conducting, music history, music therapy, and pedagogy. Competency-based approaches were found at the baccalaurate level in 110 institutions, at the master's level in ten institutions, and at the doctoral level in four institutions. Competency-based collegiate music programs were found in thirty-one states and the study identified 221 music faculty actively engaged in the development or operation of such approaches. Competency approaches ranged in scope from parts of single courses and testing programs to complete music degrees. Descriptive information concerning the scope of each program, the areas of musical study so organized, and the characteristic elements of each approach was gathered and presented. In addition, illustrative examples of materials drawn from selected approaches were presented and discussed to aid in understanding the various directions currently being taken in translating the theoretical into a dynamic teaching-learning process.