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This article explores our experiences as teachers of professional ethics and deontology with students in qualifying training in engineering and social work in Canada. An examination of the official course descriptions, their alignment with the orientations of Professional Colleges, and the pedagogical achievements of students will show that these ethics courses transform students in how they approach ethical dilemmas, situate themselves, and deal with them, but also with the doubt that arises about the right way to act when faced with challenging work contexts. During these courses, students acquire a critical reflective capacity with regard to theoretical, methodological, and practical knowledge, as well as to the values and duties of their profession. This critical and reflective capacity leads them to realize the full complexity of what it means to decide and act professionally as an engineer or social worker. These achievements demonstrate the relevance of ethics in the academic training of professionals outside the discipline of philosophy.