There are new needs and concerns in society and industry that require suitable preparation of engineering students for the challenges of this century (e.g., global warming and sustainability). Consequently, new educational approaches have been developed that are more relevant in contributing to the solution of challenges through collaboration between industry and universities (van Uum & Pepin, 2022). One of these approaches is Challenge-Based Education (CBE) (Membrillo-Hernández et al., 2019). In this context, it is important to analyze what occurs in these innovative learning environments at the three levels of the curriculum: intended, enacted, and attained. Our research focuses on observing and analyzing what happens at the boundary between enacted and attained level, considering the point of view of the students themselves. We ask two research questions (RQ): (1) How did students perceive the role of available resources to help them solve their challenge during a one-week challenge-based mathematics course? (2) How did students experience their learning in terms of mathematics and professional skills?