The objective of the study was to describe university teachers’ conceptions of competency-based professional development in higher education. The study was a qualitative research, specifically a case study. Semi-structured interviews were conducted online. The key informants were six teachers from the school of education of Peruvian universities. During the process of transcription, reduction and arrangement of the information, Atlas.ti software was used. V9. The results reflected four emerging categories: competencies as a set of knowledge in permanent development, competencies as an approach different from objectives, competencies as integral student training, and competencies as training for the world of work. The findings show that teachers are aware of the competency-based approach. However, they stopped adopting the traditional approach because of the need to privilege student learning. It is concluded that in the university context the competency-based approach continues to be applied, which is committed to comprehensive training, where performance is evidenced, and empowers the student to insert himself into the increasingly demanding and globalized productive, cultural and social environment.