Describes the introduction of the Modelling Track in a Mathematical Engineering curriculum as a response to the employers' complaints about Dutch graduates' poor ability to apply theoretical knowledge. Describes the introduction of Design Based Learning (DBL), meaning professionalization, activation, co-operation, creativity, integration and multidisciplinarity in curricula in a Dutch University. Concludes that the question remains whether the original Modelling Track already fulfils the aims of DBL. (Author/MM)