The objective of the research is to understand the perceptions of teachers and three university directors about the factors that determine the success of competency-based teacher training programs. Factors under consideration include identification of training needs, program design, methodology employed, selection of trainers, and program evaluation. Additionally, participants were asked to identify other factors that might contribute. The study employs a quantitative and descriptive approach, using surveys and interviews as data collection techniques, with questionnaires and structured interviews as instruments. Three universities in Quito were selected for the study. The population was made up of 402 teachers, of whom 314 answered the questionnaire (a response rate of 78.1%), constituting the sample, and the three directors participated in the interview. The findings determine that both teachers and administrators perceive the success factors presented as highly significant. Also, they recognize additional factors that contribute to the success of the programs, such as adequate labor policies, sufficient time for class preparation, contextual conditions, institutional motivation, professional commitment, and support during practice. Managers highlighted internal and external motivation, organizational commitment, institutional policies, and context as crucial factors.