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The present paper addresses the evolution and perspectives in the teaching of CAPE methods in the Department of Chemical Engineering at the University of Liege. The transition that happened in the 90ies with the arrival of commercial software is highlighted, as the learning outcomes evolved from the ability of building programs to solve chemical engineering problems towards the ability to use complex commercial software and to understand their limitations. Moreover, CAPE methods were extended to non-dedicated CAPE courses, which is illustrated here by the goals and challenges of their use in courses like “Reactor Engineering” and “Life Cycle Analysis”. It was observed that students sometimes assume that CAPE softwares provide straightforward and trustworthy solutions without the need of understanding their mathematical bases and assumptions. Thus, solutions to make students aware of these limitations are proposed, including the creation of an integrated project focussing on complex multi-disciplinary issues, evidencing the need for critical input from the operator.