Data from a design-based pilot study that applied Engineering Report team project in facilitating the development of problem solving skills in a real-world situation are reported. Pedagogies validated in Model Eliciting Activities (MEA) and instructions for solving ill-structured problems are applied to the design and the implementation of the Engineering Report project. Students' written work and oral presentations are reviewed, using developed rubrics. In general, students gained engineer experiences and skills in analyzing a hydroelectric system. However, uneven learning outcomes are observed. Students who embraced the learning opportunity and learned to articulate problem spaces displayed positive learning outcomes beyond expectations. Instructional interventions are necessary to support students who are not able to break boundaries imposed by accustomed traditional approaches.