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Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students. To accomplish the goal of understanding teaching and learning experiences, I conducted studies that examined instructors' and students' perspectives on their experiences and the educational environments, using qualitative research methodology. Through these studies, this dissertation: 1) examined instructors' beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting fundamental engineering courses as a foundational curriculum within engineering curricula to describe the educational environment in these courses from instructors' perspectives; and 3) examined student perceptions of their learning experiences and the educational environments in fundamental engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Data indicate that participants strive to integrate strategies that promote effective learning despite challenges posed by course environments, although expected gains from these behaviors may not always be maximized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting fundamental courses as a foundational curriculum within engineering curricula, and that engages instructors as equal partners in the planning process. Student feedback may be infused into the course planning process by productively and meaningfully utilizing students' responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective educational environments and positive learning experiences in engineering. Doctor of Philosophy Introductory engineering courses are important to engineering students’ college experience but have been associated challenging learning environments. Several factors influence the learning environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in introductory engineering courses from the points of view of the key players in these environments: instructors and students. To accomplish the goal of understanding teaching and learning experiences, I conducted qualitative studies that examined instructors’ and students’ points of view on their experiences and the learning environments. Through these studies, this dissertation: 1) examined instructors’ beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting introductory engineering courses as a foundational curriculum within engineering curricula to describe the learning environment in these courses from instructors’ points of view; and 3) examined student perceptions of their learning experiences and environments in introductory engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Results show that participants strive to integrate strategies that promote effective learning despite challenges posed by learning environments, although the expected benefits from these strategies may not always be realized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting introductory engineering courses as a foundational curriculum within engineering curricula, and that involves v instructors as equal partners in the planning process. Student feedback may be included in the course planning process by productively and meaningfully using students’ responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective learning environments and positive learning experiences in engineering.