This chapter is about the pedagogy of engineering education based on the collaboration between this author and Dr. Seeta Jaikaran-Doe. Following a survey of engineering students’ engagement with their lecturers’ presentations and online material conducted by a final year student, we turned our attention to the technical, pedagogical, and content (TPACK) competency of the UTAS School of Engineering staff. Then followed work on strategies for enhancing student learning in an Australian 2 + 2 Undergraduate Engineering Program and an investigation into the articulation of the 2 + 2 Chinese students into the UTAS engineering degree programs. The chapter concludes with some of the findings of a review of engineering lecturers’ delivery practices post-COVID.