Objectives This study was conducted to redefine the competency-based major curriculum accreditation system of H University and has the following purposes. First, H University's competency-based major curriculum accreditation( 1st stage redesign, 2nd stage outcome) indicators were reestablished, and second, H University's competency- based major curriculum accreditation system (system including indicators) was specified. Methods First, in order to set the direction of H University's accreditation evaluation system and development base, we analyzed previous studies and other university cases and drew a draft based on them. Next, we asked internal and external experts for advice on the draft derived, and repeatedly revised by advice. Finally, content validity (CVR) was secured based on the minimum content validity rate used in the Delphi technique (Lawshe, 1975; re-citation; Kim Suran, Lee Sunkyung, 2021). Results H University's competency-based major curriculum first-stage accreditation index was reestablished into 3 evaluation areas, 8 evaluation elements, and 11 detailed items for the purpose of self-checking with an emphasis on “competency-based major curriculum redesign and plan.” and, second-stage accreditation indicators were derived into 3 evaluation areas, 5 evaluation factors, and 7 detailed items for the purpose of self-checking with an emphasis on the operation and outcome of the competency-based major curriculum. Second, specific measures were established for the overall annual system of continuous improvement of the quality management of major curriculum, that is, recognition criteria, accreditation procedures, and follow-up management, including accreditation indicators. Conclusions This study is meaningful in that it was re-established by considering the educational direction of H University, reflecting repeated reviews and advice by many internal experts, and to overcome the limitations of a temporary fragmentary certification system.