The process of implementing innovative curricula is undoubtedly a challenging undertaking for any educational institution, as it can either materialize or simply lose the formative intentions expressed in the new curriculum construction. In this regard, the present paper outlines actions taken to monitor the curriculum of subjects in 12 curricula of innovated engineering programs implemented in parallel. It is a field study, and data is derived from the systematization of the experience and the responses provided by teachers and students to a questionnaire that collected quantitative and qualitative aspects of the process. The conclusion is that curricular monitoring in the implementing subjects leads to constant, timely, and relevant improvements in the formative process.