This research investigates the sustainability of curricular changes implemented in the Production Engineering program at UFRGS under the Undergraduate Modernization Program (PMG) from 2019 to 2025. With the external funding and program cycle concluding in 2026, it is critical to evaluate the extent to which innovations—managed by Working Groups (GTs) on Curriculum, Assessment, Pedagogical Practices, Stakeholders, and Infrastructure—have been institutionalized. Literature, particularly the Royal Academy of Engineering (RAE) reports, warns that educational reforms often revert to the status quo ("curricular drift") within 5 to 10 years if dependent solely on temporary funding or "lone champions." Adopting a mixed-method approach, this study utilizes quantitative surveys and semi-structured interviews to map the perceptions of faculty members and program assistants regarding the longevity of these initiatives. The analysis focuses on differentiating between systemic changes and isolated islands of innovation. Results are triangulated with RAE success factors, such as departmental leadership, faculty engagement, and coherent curriculum design. The study aims to diagnose risks of discontinuity and propose management guidelines to consolidate the modernization legacy, ensuring that tools like the Competency Assessment Platform and active learning practices remain sustainable in the post-PMG period.