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The paper starts by emphasising that final year engineering projects are regarded important in the training and education of professional engineers in Australia and Europe. The sources of projects available to students were also mentioned. Some Australian universities insist on individual projects but some not, each with their own reasons. However, it can be argued that all European universities run individual projects. In most cases, whether it is in Australia or Europe, the total load for final year engineering projects is about 6.25% of the load of engineering programmes. Assessment methods were also described. They were all different whether in Australia or Europe but not very significant. It was discovered that literature reviews, oral presentations and written reports or dissertations were important elements in the assessment schemes. Many university staff, in both continents, encouraged students to publish their work in international conferences and journals if the originality of the projects was high. It can be argued that the individual project is most effective in learning outcome; however, the cost involved is also very high and its sustainability in smaller universities in Australia is in doubt. [ABSTRACT FROM AUTHOR]