The use of technical standards has been common in nursing education for 40 years, originating to clarify nonacademic criteria for admission to and completion of nursing programs. However, these standards have a narrow focus, emphasizing physical and sensory abilities, that serves as a gatekeeper and hinders inclusivity. In recent years, competency-based education (CBE) has emerged as the predominant model for determining student competency in nursing education, prompting a reevaluation of technical standards. This commentary examines the continued use of technical standards in nursing education, questioning both their perceived value and necessity. The authors argue that CBE offers a more precise and less biased means of assessing readiness for practice. By replacing outdated, ableist, technical standards with outcomes-based frameworks nursing education is better positioned to cultivate a diverse workforce.