The rapid transition between programming languages in Computer Engineeringcurriculum often creates a conflict between acquiring syntax and mastering logic. This studyassessed the logic skills and coding fluency of 50 undergraduate Computer Engineeringstudents at Bulacan State University (BulSU) using a Convergent Parallel Mixed-MethodsResearch Design. Quantitative data were analyzed using weighted means, standard deviation,and One-Way ANOVA, while qualitative data underwent thematic analysis. Results revealeda high perceived difficulty in navigating a multi-language curriculum, with an overallweighted mean of 3.82 (SD=0.64). Among the factors, academic workload (mean=3.92) andcurriculum pacing (mean=3.85) were identified as the primary drivers of syntax fatigue.Statistical analysis via One-Way ANOVA yielded a p-value of 0.061 (p > 0.05), indicating nosignificant difference in self-assessed logic mastery across year levels. This confirms a "reseteffect," where 4th-year students (mean=3.65) did not demonstrate significantly higher codingfluency than 1st-year students (mean=3.72), as the introduction of new syntaxes consistentlyreturned students to a beginner state. Qualitative themes showed that 68% of respondentsprioritized rote memorization of syntax over algorithmic design. The study concludes thatwhile a multi-language curriculum aims to produce adaptable engineers, its current pacinghinders true mastery. These results indicate that frequent language switching establishes amental obstacle that hinders the consistent development of programming logic. As a result,the ongoing pressure to grasp new coding standards keeps students in a perpetual state ofshallow comprehension, ultimately hindering their capacity to attain deep, lasting technicalskills in essential engineering principles. Keywords: Computer Engineering Education, Programming Logic, Coding Fluency,Multi-Language Curriculum, Syntax Fatigue, Reset Effect