Engineering education in Hong Kong is experiencing significant changes in response to several major forces: (1) an increasing demand for future engineers who possess technical competencies, professional skills, and knowledge of ethical awareness and responsibilities; (2) accreditation requirements; and (3) the system-wide education reform in the region. Curriculum changes have taken place in several universities in Hong Kong with engineering majors but there are few conceptual articles providing in-depth discussions about the impact of the changes. This article aims to provide insights into the engineering curriculum reform in a broader context for university management, program leaders, and coordinators who are involved in curriculum design and implementation. Using a newly revamped engineering curriculum in one of the research-intensive universities in Hong Kong as an example, this article highlights the features of the new four-year engineering curriculum and discusses how it may contribute to the nurturing of future engineers. While clear progress has been made in providing students with a broad perspective and support, the influences of the prevailing culture of teaching and learning, the local perceptions of the engineering profession, and the decision making patterns of Hong Kong Chinese students cast a complicated picture. To fully achieve the goals of the new curriculum, universities should proactively address the challenges by the following actions: acting consistently to the commitment of holistic education, supporting students’ personal and value development, establishing reward mechanisms for faculty members’ contributions in student development, and investing in pedagogical development and innovations.