Engineering programs in the Philippines are increasingly encouraged to align with international standards as part of broader efforts to strengthen academic quality and global competitiveness. Among these standards, the Accreditation Board for Engineering and Technology (ABET) framework has gained attention for its emphasis on student outcomes, curriculum coherence, faculty competence, adequate facilities, and continuous improvement. This study examined the initiatives and challenges of engineering higher education institutions (HEIs) in Northern Philippines as they prepare for potential ABET accreditation. Using a descriptive–qualitative design, data were gathered through open-ended questionnaires, focus group discussions, and document analysis involving deans, program chairs, faculty members, and student representatives. The results show that regional HEIs have begun implementing several initiatives that reflect early alignment with ABET expectations. These include participation in national and international quality assurance activities, upgrading laboratory facilities, undertaking curriculum review and mapping, and providing faculty development programs. While these efforts indicate a commitment to improvement, institutions also face persistent challenges. The most frequently reported concerns involve inadequate laboratories and physical facilities, limited financial resources, difficulties in curriculum alignment, faculty workload and qualification issues, and challenges in meeting ABET’s documentation and continuous improvement requirements. Overall, the study finds that engineering HEIs in Northern Philippines are moving toward ABET readiness but require more consistent support, strategic planning, and resource investment. Addressing these challenges is essential for building sustainable systems that will allow institutions in the region to meet global accreditation standards and better prepare engineering graduates for professional practice.