Tracking graduate outcomes is a new requirement for engineering education in Canada. Working closely with curriculum developers and educational technologists, the School of Engineering at the University of Guelph developed a curriculum improvement process that combined people, process and learning management technology to collect and analyze the required data. The process began by tracking 12 graduate attributes through 41 indicators in the fourth year capstone course. Tracking was then expanded to common core courses and then finally to all program specific courses. The time to successfully develop and fully implement the process to track and analyze the 12 graduate outcomes was less than six years. To complete in this timeline required engaged and open-minded participants, as well as integrated technologies to collect and report the data. The resulting process provides a sound way for tracking outcomes to satisfy accreditation requirements and internal quality education metrics. Most importantly, all faculty and staff now realize the importance of collecting graduate outcome data and have various support mechanisms at their disposal, leading to the ultimate goal of curriculum improvement. Keywords – accreditation, learning management system, learning outcomes, quality assurance, continuous improvement