The Bologna Process has introduced a number of changes in Higher Education institutions, namely in curricula restructuring and in new methodologies of teaching and assessing, amongst others. Also of importance is the need to improve student achievement which has to focus not only upon the development of technical competencies, but also upon the development of transversal competencies. This paper aims to give an overview of an ongoing and broader piece of research on impact assessment of Project-Led Education (PLE) on students’ learning, and its contribution to the improvement of teaching and learning in Higher Education. It is based on a longitudinal approach with first year Industrial Management and Engineering students, who participated in PLE experiences. For this, the CIPP (Context, Input, Process, Product) Evaluation Model was used as a framework for evaluating the impact of the programme (Stufflebeam, 2003). Data were collected through qualitative and quantitative research methods, according to the four dimensions of evaluation in CIPP. Findings suggest that the CIPP Model provided a broad understanding of the evaluation process, thus linking the evaluation and decision-making processes. Data collected from students, in regard to PLE processes and outcomes, showed a stronger articulation between theory and practice, which improved learning and increased student motivation. The project was considered a good way to develop not only technical skills, but also important transversal competencies such as project management, problem solving, communication skills and teamwork. Greater involvement of students in the assessment process and the need to clarify and share a common understanding of the tutor’s role, mostly amongst tutors themselves, were some of the key issues for further improvement that emerged from the data collected.