Abstract
This paper looks at the improvements that can be achieved in the learning of software engineering practices when a proactive process of measurement and intervention based around adult learning principles is utilised. It also examines the many obstacles that can be placed in the way of student performance, both external and internal, in the current university learning environment. The paper is based upon the results of two and a half years of teaching Software Engineering Practice to over 800 second year students in the School of Computer Science and Software Engineering. It also draws upon surveys of the students over that period. A key conclusion of the paper is that a course can be significantly affected by any one of a number of aspects and successful courses must ensure that all aspects of a course are satisfactory.