Given the need for higher education to adapt to contemporary demands and the requirements of the labor market, it is essential to explore alternative teaching methods that can effectively prepare students for the challenges of the twenty-first century. Furthermore, with the onset of the fourth industrial revolution, the need to ensure manufacturing conditions for mass production, so that variability in manufacturing processes can be controlled to guarantee part interchangeability, has become more evident. Therefore, the objective of this work is to present a proposal for the reformulation of the metrology discipline at UNICAMP’s School of Mechanical Engineering, to harmonize a programmatic content with sufficient depth to connect to the main theoretical engineering disciplines, encouraging complex thinking and preparing students for the labor market. To achieve this objective, a 100% experimental discipline was developed, where students enter the laboratory to put into practice the concepts they learned in previous disciplines such as technical drawing and mechanical technology, so that they can verify theory and expand the application of these concepts to other disciplines such as machine element design and manufacturing engineering, where conditions for the success of a product design are analyzed in terms of interchangeability, high quality, and good cost–benefit ratio. As a result, three active methodologies were considered in the design of the metrology discipline: Problem-Based Learning (PBL), Flipped Classroom, and competency-based teaching applied to the Learning Factory. A metrology laboratory infrastructure was also developed that can accommodate up to 33 students, in eleven different experiments, performed by groups of three students at the same time, in a rotation system. As support material, an experiment script, a handout, and a laboratory website were created and updated. The contribution of this work lies in the fact that by including the active learning model in the metrology laboratory class, the student, in addition to reading and listening, must actively participate, solve problems, discuss, and have a critical look at the experiments performed, which contrasts with traditional teaching where the student is a passive element.