Active learning methodologies have been shown to enhance student engagement and learning outcomes [1], gaining relevance in engineering education [2]. Subjects like Numerical Methods are shifting away from traditional lecture-based approaches in favor of “learn by doing” strategies to help students visualize and better understand the course content [3]. This study aims to explore the impact of active learning strategies on student comprehension and engagement in the Numerical Methods course within the Chemical and Biological Engineering Bachelor's program at University of Minho. A case study methodology was employed, in which students were tasked with hands-on problem-solving projects in key Numerical Methods topics, such as iterative processes, data approximation, and the discretization of differential equations. In addition, a questionnaire was administered at the end of the semester to assess students’ perceptions on the course and each assignment, to which 46.15% of the class responded. Integration of active learning enhanced students’ interest and understanding of real-world engineering challenges. The questionnaire responses reflected strong student approval of the new team-based projects about real-context problem-solving. Results also indicated an 88% preference for assignments involving creative presentation formats, such as posters and slides, over traditional reports, due to the deeper engagement and more dynamic learning experience they provided. Building on these results, future work will apply this teaching method to other engineering courses, evaluating its impact on student learning outcomes and overall academic performance.