This chapter focusses on the training of professional engineers in Australia drawing on the experience of the author who enrolled as a student in the Faculty of Engineering at the University of Tasmania in 1957 at a time when slide-rules and Imperial units were in use and there were 3 years of the course common to the Civil, Mechanical and Electrical specializations. The Faculty of Engineering at the University of Tasmania is taken as a case study of the changes in curricula and learning and teaching styles in engineering education which followed. With the advent of micro-electronics and computers in the early 1960’s the course needed to change to accommodate these new fields. The 3 years’ common course was reduced to 2 years and is now only 1 year common to all engineering undergraduates. How this transpired and the internal politics of curriculum change is covered in detail in Chap. 4. How the curricula, the learning styles and the laboratories and workshop facilities combine to provide the competencies required of an engineering graduate are explored. The chapter includes discussion on assessment methods, marking rubrics and the concerns of academic integrity. The alignment of intended learning outcomes, learning tasks and assessments is explained. The chapter concludes with comment on blended learning and the nexus between teaching and research.