This paper examines the interplay between accreditation processes, student outcomes (SO), and continuous quality improvement (CQI) mechanisms within the Philippine higher education landscape. Focusing on the transition toward Outcomes-Based Education (OBE), the study investigates how academic programs utilize assessment data to drive institutional excellence and ensure graduate competency. Through a qualitative inquiry involving faculty and administrators, the research identifies that while accreditation serves as a powerful catalyst for standardizing SOs, many institutions still struggle to close the loop between data collection and meaningful curriculum reform. The findings highlight the need for a shift from "compliance-based" to "improvement-based" cultures, where CQI is integrated into the daily pedagogical practices of the faculty. The paper concludes by offering a roadmap for Higher Education Institutions (HEIs) to strengthen their quality assurance frameworks, ensuring that accreditation leads to tangible enhancements in student learning and institutional accountability.