This paper presents a study of the results of the accreditation of engineering careers in Chile. The main identified strengths relate to the coherence between aims, processes, resources and career management, which are expressed mainly in well-defined graduate profiles, curricula, methodologies of teaching and learning, qualified faculty and adequate infrastructure and administrative support. By the other side, the main weaknesses are observed in terms of educational processes, which manifest a lack of monitoring and evaluation of the achievement of goals, learning processes, and progress of students, resulting in high repetition and low retention in first years, and excessive time spent by students in their careers. With regard to the improvements that were detected in careers that passed two accreditation processes, there are improvements in strengthening professors, and academic innovation in teaching methods, and generally in improving the teaching processes. The study provides relevant information collected from the accreditation processes of engineering careers, that by one side gives indicators on the quality of careers, and by the other side about their strengths and weaknesses. These last ones are references to define continuous improvement plans.