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A unique approach to the use of the Project Based Learning to transform the curriculum into CDIO curriculum is achieved through the use of carefully selected projects for the Engineering Design modules (which are Project Based by nature) and use these modules as platforms to encourage practical engagement in other concurrently offered modules which are traditionally viewed as theory based modules. Simple as it may look, this approach requires a high level of coordination on the part of the lecturers delivering the concerned modules to ensure that the required objectives are effectively achieved. This paper reports on the use of the “Engineering Design and Professional Skills” module, offered at the second semester of the second year of a four-year Mechanical Engineering course, in conjunction with a theory based module namely: “Flows with Friction, Drag & Lift” offered at the same semester, to create a CDIO environment without introducing any major changes to the syllabus of the theory based modules or to their assessment scheme. The students were divided into groups and each group was assigned the task of conceiving, designing, implementing and operating a fluid related project. In brief, the “Flows with Friction, Drag & Lift” provided the theoretical backbone for the project, while the “Engineering Design and Professional Skills” module provided the platform through which the project management and team work skills are developed and the progress of the projects is monitored. The students exhibited a high level of engagement and motivation while gaining a better understanding of the real fluids related theory.