—This paper provides an initial feedback from an intensive, multidisciplinary , and collaborative project implemented in France in higher engineering education through a case study on electric go-kart conception. This kind of project was proposed during 2 successive academic years in collaboration with an industrial partner who is currently a relevant expert in the field. The project consisted in designing, developing, and validating the operation of several electric go-karts within 56 hours of teaching only. Several groups of approximately 10 4 th-year university students were involved in this new project-based learning (PBL) approach. This article points out knowledge and skills that the learners had to acquire at the end of the project, and the methods of assessment. In particular, an innovative oral communication based on a theatrical oral session was tested. The various steps in the project development, management , and the interactions with the students, the teachers and the industrial partner are highlighted. Qualitative and quantitative data were extracted from the transcript of grades and the satisfaction surveys. All results demonstrate that the students were encouraged to become active throughout the project. They developed particularly cooperative and collaborative competencies, and critical thinking skills. Although this experience is overwhelmingly positive for the teaching staff, the worse part of the project consisted in developing efficient methods and tools both to organize the project, and evaluate the students' knowledge and skills. As a consequence, a preparatory phase was absolutely necessary to warrant the success of the project.