Undergraduate project work at the University of Bath, England, was investigated through a survey of students and project supervisors. The investigation as conducted for each of two academic years with two different respondent groups, and the first year questionnaire and a revised second-year version are appended. To facilitate reference to the phase of project work, findings are presented under the following categories: project choice, project initiation, development and progress, staff/student relationships, assessment, and resources. In the majority of cases, project topics originate entirely from ideas generated by papers in current literature, but in some instances topics have their origin in a problem from industry. It appears that students consider the potential supervisor of their projects as much as the topics offered. In the majority of projects, the students' first tasks was to consult the literature. The use of a timetable by some students seemed to be helpful. In general, supervisors were pleased with the way their students went about their projects and they developed a good working relationship. Projects that involved three or more students used a design exercise approaching the type of work they might encounter in industry. Whatever the method of assessment, students seemed to feel that it was reasonably fair. Additionally, resources provided constraints on some possible topics, and the availability of equipment and cost limits were factors. Concerns for further consideration regarding student projects include: students' report writing skills, danger of oversupervision, presentation of possible topics, and assessment criteria. Appended materials include: a student project case study and questionnaire responses. (SW)