Classical approaches for teaching product design in Engineering involve students taking independent courses to generate the required skillset and then having one or two capstone courses at the end of their major to integrate those skills into a final product. However, this approach usually ends up in a conception stage, in which a prototype is built and a business plan is proposed, but lacking realism due to being far from real-life business metrics. This article describes the experience of a multi-case collaboration approach with an industrial partner while comparing the results with other industrial partners with a more traditional single-case collaboration approach. To evaluate the performance of the collaborations, 49 students participated in a survey and gave their opinion about the diverse industrial partners they had during their studies. The questionnaire (5-point Likert scale) asked about the brand awareness of the industrial partners, the involvement of such industrial partners in the course, their sense of difficulty and self-efficacy, and their willingness to collaborate again with those partners. The results show that brand awareness and the likelihood of willingness to collaborate with the company increase as the partners are more involved in the project through the different activities reported in the article. On the other hand, the difficulty of the challenges is related to a strong feeling of self-efficacy in developing hard and soft skills. This paper presents the work in progress between Tecnologico de Monterrey and Generac's Mexico Technology Center and the benefits for students, industrial partners, and professors in a multi-case collaborative approach.