This JCBE issue, #3 of Volume 5, is the first under my guidance as the Acting Editor-in-Chief (EIC). Sally Johnston, the EIC since the journal's inception, is a hard act to follow. I want to thank Sally for her visionary leadership up to this time in the Journal's evolution. This issue has six articles that complement each other when clustered under two themes: (a) CBE implementation in diverse contexts and (b) assessment and grading for CBE. The articles related to CBE implementation come from diverse settings of context and program. Competency-based education in undergraduate clinical prosthodontics: A paradigm shift in training comes to JCBE from Dr. Mohamed Alkhodary and his colleagues at Qassim University in Saudi Arabia. They explore student outcomes from CBE and traditional approaches in a clinical setting. Concluding that the CBE approach resulted in better outcomes and facilitated increased communication and calibration among faculty, the article contributes insights into CBE in a medical field and raises the issue of faculty subjectivity in traditional approaches to clinical practice and evaluation of student competency. Dr. Julius Keller et al. at Purdue University explore the development of core competencies for an aviation flight program in their article, Justification and development of competencies to transform a collegiate aviation flight program. Their manuscript presents their process in developing competencies in this unique program setting that contributes insights into how a program is moving toward CBE implementation through direct assessment and standards alignment. Development of competency-based training system in Assiut-ITEC: A case study illuminates how CBE is being developed in an Egyptian technical/vocational school focused on training electrical technology to meet local workforce needs. De. Adel Ahmed and his colleague at Assiut University describe how CBE was implemented throughout the training process and provide insights into the intricacies of implementation with lessons learned. The assessment-focused manuscripts raise compelling questions for discussion and debate. Frank Harrison's article, A common grading table inspiring meaningful feedback, presents a grading rubric anchored in cognitive performance. One of the intriguing points for discussion is the issue of converting a rubric level to a grade, a much-debated issue in CBE where demonstrated competency is the end goal of assessment rather than a grade. Alternative grading practices: an entry point for faculty in competency-based education distinguishes mastery- versus standards- versus specification-based grading practices. Dr. Matt Townsley and his colleague at the University of Northern Iowa suggest that grading practices can be an entry point for individual faculty to progress toward CBE prior to full institutional commitment. Dr. Mary Tkatchov and her colleagues at Western Governors University address the issue of “double” assessment in CBE in their article, Reconciling assessment quality standards and double assessment in competency-based higher education. They contrast the distinction between the need for multiple assessments of student competency with the prohibition against double assessment of a competency once demonstrated. My hope is that these diverse, but complementary, articles contribute to the global conversation about CBE, the process of implementation, the outcomes achieved in diverse settings, and the nuances of assessments and grading practices when faculty shift the paradigm from traditional approaches to the opportunities within competency-based education.