The present study aimed to evaluate the curriculum of the Transportation field from the perspective of labor market stakeholders, with emphasis on the alignment of professional competencies with the actual and evolving needs of the world of work and technological developments. The study was applied in purpose and employed a mixed-methods approach to curriculum evaluation. The study population consisted of four groups of labor market stakeholders: world-of-work experts, employers, sellers of goods and services related to the field, and professional and specialized associations, selected through purposive sampling. Data were collected using a researcher-made questionnaire based on 33 professional competencies included in the curriculum. To address differences in stakeholders’ roles and areas of expertise, questions were tailored to each group’s professional position, while professional competencies served as the unit of analysis across all groups. Data were analyzed based on stakeholders’ mean ratings and empirical–professional consensus. Findings showed that world-of-work experts confirmed 18 competencies, employers confirmed 14, and sellers of related goods and services confirmed 32, whereas professional and specialized associations confirmed all 33 competencies. The competencies most frequently identified as requiring revision by experts and employers were related to terminal operations, transportation, fleet maintenance, and road maintenance activities. The findings revealed differences in stakeholders’ perspectives and highlighted the need to revise professional competencies in accordance with labor market demands and technological developments. The results can provide a basis for revising, completing, and updating the Transportation curriculum to better address emerging workplace requirements and future changes in the transportation sector.