Engineering education is undergoing positive change, embracing social and environmental issues, with Project (or problem) Based Learning (PBL) beginning to play an increasing role in replacing traditional lecture/tutorial passive learning. This application oriented emphasis in engineering education means that the mathematics component of engineering undergraduate programs will need to reflect this change as well. The increasing utilisation of appropriate software systems and hand held technology (with computer algebra systems (CAS) capability) to enhance learning in engineering education indicates that there is an urgent need to undertake a major review of the mathematics education of engineering undergraduates. It is argued that the content, delivery, assessment and the role of technology in the mathematics component of engineering education should be critically reassessed. This reassessment is necessary to ensure that the mathematics education provided for engineering students is compatible with the changes taking place in modern engineering practice. This paper will outline several possible pathways for cooperative effort to achieve a positive contribution to the desired learning outcomes in mathematics for modern engineering education.