It has been suggested there is a knowledge base that surrounds the use of 3D modeling within the engineering design process and correspondingly within engineering design graphics education. While solid modeling receives a great deal of attention and discussion relative to curriculum efforts, and rightly so, surface modeling is an equally viable 3D modeling option in many circumstances within industry as well as academic settings. However, is often not given its due consideration within engineering design graphics (EDG) curricula for a variety of reasons, some being more practically oriented than others. This paper is an effort to provide a rationale for the inclusion of 3D surface modeling into the EDG body of knowledge, an example of the inclusion of such a course in an EDG curriculum, and potential topics to be covered and assessment strategies to be used during the instruction. (Contains 1 table and 4 figures.)