Teaching "Engineering Graphics" to freshman engineering students poses challenges to instructors as well as to students. While the instructors are confronted with a lack of material / text book that covers the broad scope of the subject matter, the students struggle to correlate newly developed skills to real-world engineering design problems because of a lack of documented industry design problems and case studies. Learning / teaching "Engineering Graphics" through real world problems and case studies in a learner centered instructional paradigm can foster the required integrative thinking for tomorrow's engineers. This paper presents some learning-centered strategies supported by real-world problems and case studies implemented in a freshman "Engineering Graphics" course. Real-world case studies are also implemented in a senior-level Computer-Aided Design (CAD) course. Some preliminary results are presented on the impact of such strategies on student learning, engagement, and performance. (Contains 3 tables and 5 figures.)