Outcome-based education (OBE) has permeated the education systems globally and has been upheld by the Washington Accord for accreditation of undergraduate engineering programs. Its implementation has extended beyond engineering to many other programs. This study adopted a reflective approach in comparing the specific cases of OBE practices of an undergraduate engineering program and a science program in two different countries based on recollection of involvement in the OBE practices. The reflected aspects covered the alignment of outcomes, the design of assessments, teaching and learning process, and measurement of outcomes. The reflection shows that the engineering program has a more formalized and prescriptive approach to OBE than the science program and there is greater emphasis on quantitatively determining the attainment of program and course outcomes. The science program, however, has a more flexible structure of OBE and more diverse channels of gathering data for outcomes attainment. It is deemed that a structured OBE that confers greater flexibility in accommodating different learning needs and gauging of achievement would be helpful to the OBE practices of both programs. OBE, as an educational theory, needs to be internalized by educators to optimize its impacts. It should ideally move on from the showcase of outcomes and numbers which may at times, compromise educational quality.