The Engineering profession is as old as mankind itself. It evolved from the work of the mason, the blacksmith and the millwright; but the modem profession was shaped mainly during the seventeenth and eighteenth centuries. The profession itself and the professional bodies played vital roles in the development of the education and training of new engineers. They set standards for competence to practise, which the educational establishments followed by necessity. In a rapidly changing world and a swiftly evolving technology, ideal educational curricula are difficult to establish. Nevertheless, most educators support the thesis that the emphasis of the curriculum should be on the basic and engineering sciences and on humanities, in order to create open-minded engineers, capable of adapting to the new challenges of technology. Training in specialized topics should be left to industry (on-the-job training) and advanced courses. But some professionals do not agree with this, advancing the theory that the new engineer should be able to cope with current industrial problems. The current trends in engineering education appear to be; a broad educational approach in science and technology as well as in the humanities, together with an emphasis on computer applications in every engineering discipline, both for education and for design. More consideration should also be given to engineering design and applications throughout the whole curriculum. In those countries with well-developed technological infrastructures, it is better to keep the basic engineering degree (BSc) to 4 years and enhance the advanced level and specialization degrees (MSc, PhD, etc) to promote the technology appropriate to the country. In less developed countries with limited employment markets and without developed technology, over-specialization may lead to unemployment and an unjustified waste of money. Participation of the students in design and/or research projects should always be encouraged, A comparison between the European and the North American engineering educational systems shows that in Europe undergraduate education is stressed more, whereas in North America advanced courses are better developed. Some comments on the Greek engineering education system are also made.