In Peru, university curricula are redesigned to guarantee the quality and contextualization of education. The graduate profiles are evaluated according to the curricular proposals for this redesign. Therefore, as part of the curricular redesign, the present study proposes to evaluate the levels of achievement of the competencies of the teaching profile of the graduates of the elementary education program of a private university in Lima, Peru. The sample consisted of 51 participants who graduated between 2018 and 2022. Of these, 38 were women (74.5%), and 13 were men (25.5%) between 23 and 53 years of age. The participants responded to a self-evaluation scale elaborated according to the following competencies: management of the pedagogical proposal, leadership of educational management processes, promotion of tutorial action, and participation in research projects. The scale was validated by expert judgment and factor analysis, and Cronbach's alpha confirmed its optimal reliability levels. The results showed that the graduates almost always fulfill the management competencies of the pedagogical proposal, lead the educational management processes, and participate in research projects. However, they always promote tutorial action. Finally, atypical cases and almost a quarter of graduates with achievement difficulties in the four competencies were particularly identified. This is a reason to reflect on why the competencies inherent to teaching are not fully achieved.