This study investigates how the infusion of a self-directed learning approach impacts on learning, teaching and curriculum content. Segments of a traditional mechanical engineering module, Net Shape Engineering were redesigned to promote self-directed learning. Instructional strategies were selected to promote SDL processes such a self-management, self-monitoring and self-modification. Two of 3 lessons reported here were restructured using structured problem solving and compared with the traditional approach. Data was collected using SDLRS, questionnaires and MCQ scores. It was found that the instructional strategy promoted self-management, self-monitoring and self-modification. In addition, the approach promoted active learning through greater engagement and interaction. There was however a difference in student preferences for the two approaches. The Low SDLRS scorers liked the approach because they could be more involved in the learning and they felt it improved their understanding. On the other hand, Average SDLRS scorers preferred the traditional method because it saved time, was more structured, provided them with hardcopy notes and opportunities for copying notes. They also felt they did not have to go through the time consuming process of discovering answers for themselves or bring laptops to class. © 2010 Santhakumari Thanasingam & Sathyan Subbiah.