With the growth of biomedical engineering undergraduate programs in recent years, more universities are striving to impart comprehensive education in the undergraduate curriculum while satisfying the criteria to gain accreditation through the Accreditation Board of Engineering and Technology (ABET), which is the current gold standard. The capstone senior design project is usually a culmination of the undergraduate experience and clearly brings to bear all the skills imparted to the students in the core curriculum to that point. This makes the senior capstone project a yardstick for accreditation as well. However, there is still much variability between schools and their structure and requirements for senior design courses. The total design curriculum can vary in number of semesters, credit hours, prerequisites, group requirements, funding sources, project options and focus, and mentorship opportunities. There is also a growing emphasis on the translation of some senior design projects into healthcare technology, resulting in the need to incorporate increasing entrepreneurial training into the engineering classrooms. With a healthy number of accredited programs, it is essential to consider the similarities and differences within each design course, highlighting advantages and learning lessons from past results in order to suggest successful approaches for future programs which are seeking accreditation.