In this study, we investigated an interdisciplinary project-based learning program. Students were confronted with interdisciplinary challenges in the form of complex and authentic problems, like building a racing car or making a mobile laboratory for genetic analysis. These hands-on educational formats had a clear aim to develop skills required in students’ future careers, as well as bridge the gap between theory and practice. In this paper, we show preliminary results of an on-going mixed method study where the students’ learning strategies, motivation, and project management skills were measured through a survey using a pre and post-test approach. Quantitative results were contrasted with qualitative input from interviews with projects’ coaches and students’ focus groups. The results provided evidence of gains regarding professional skills (e.g. risk assessment in projects), but also shed light on difficulties and needs to implement meaningful experiential learning content within engineering education (e.g. collaboration). On top of this, the research took place during COVID-19 lockdown, hence both students’ and coaches’ reflections accounted for ways in which this situation did impact the projects.