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The aim of this research is to examine the reflexivity of future engineers in the context of project management training. To shed light on this theme, we drew on the literature in management science and education science concerning projects and project management. Six project groups were studied to gather collective interviews and the project management tools used by the groups. This enabled us to identify students’ learning and forms of reflexivity. The results show that learning is uneven across students, and that reflexivity is underdeveloped in management practice. Based on these findings, some recommendations have been made to improve the reflexivity of future engineers as part of their training.