The Educational Project (PE) of the University of Chile is framed within a competency-based curriculum (CBC) approach. In 2017, the Radiology Program of the Faculty of Medicine began its transition to this model, in which graduates must demonstrate their competencies in all essential aspects ofperformance defined for theirprofessional profile. Aim: To describe the experience in the development of the curriculum innovation plan for the specialty program in radiology at the University of Chile. Methods: The work was organized into stages, including identifying educational demands, defining performance areas, drafting competencies, and synthesizing the graduate profile, followed by internal and external validation, dissemination, and creation of course/rotation programs. The guiding principles considered in the process were: advisory and support provided by medical education specialists, transparency, participation, and curricular validity, all developed collaboratively with the academic staff and under the leadership of the program authorities. Results: Key factors for the success of the work included institutional support and backing from program authorities, ongoing advisory, the use of a Gantt chart for guidance, and active participation from faculty members. Weaknesses included the difficulty in engaging the entire academic staff and the limited time ofparticipants. Both issues were addressed through the flexible participation of representatives from each area, support from curriculum advisors, and the use of mass communication systems. Conclusions: In summary, an updated, relevant, and coherent program was successfully developed, aligned with the expected profile and the healthcare needs of our country, and one that can be monitored and adjusted over time.