Local and foreign universities offering engineering programs transform the engineering education from the traditional content-based and input-centered method into an outcome-based education (OBE) and output-centered method. This paradigm shift centers on what is essential for all students to know and be able to do successfully at the end of their learning experiences. Thus, assessment of students’ general graduate attributes such as cognitive, psychomotor, and affective learning skills is of great importance to monitor and gauge the students’ readiness to meet the higher skill requirement of the job market upon graduation. This paper presents a quantitative assessment of students’ cognitive, psychomotor, and affective (CPA) learning skills for Taylor’s University engineering programs. An end-of-semester assessment tool (ESAT) was developed and used to assess the students’ CPA learning skills in the module level and the program level. All modules were used to assess the cohort’s CPA learning skills based on the guidelines set by the Engineering Accreditation Council (EAC). The result of this assessment offers valuable information that can be used for continual quality improvement (CQI) action planning and further improvement of the program module delivery.