Due to the impressive progress in computing ability that the world has witnessed over the last couple of decades, the coverage of emerging computer technology in most engineering courses is no longer a matter of choice. Coming to this realization, many engineering departments and colleges have been increasingly integrating computer technology in their curricula by either modifying the coverage of certain courses or the creation of complete new courses. The Department of Civil Engineering and Construction at Bradley University adopted the latter approach a few years ago, and students must now take a course titled “Emerging Technology in Civil Engineering and Construction” in order to fulfill the requirements of graduation with a Bachelor’s degree in civil engineering or construction. Although the introduction of a new course presents advantages such as 1) not having to add coverage to other courses that may already be overloaded and 2) avoiding the repetition of the coverage of the same material in different courses, it does have it own challenges. One of these challenges is how to teach students to use a certain software package to solve a variety of engineering problems, some (if not most) of which they have not even been exposed to. This paper discusses these challenges and presents some of the solutions that this author adopted to ensure that students not only learn how to use a computer tool, but rather how to use a computer tool to solve a given engineering problem.