Engineering Graphics curricula have changed dramatically in the past three decades. In the past, students in nearly all engineering disciplines were instructed in manual drafting and descriptive geometry. Students spent many hours "on the board", and this training enhanced the students' graphics communication, design and visualization skills (Connolly, 2009; Mohler, 2006). With the advent of CAD in the 1980s, graphics instruction shifted to use these new computational tools. Effective use of CAD systems requires the development of declarative and strategic knowledge such as selection of solid modeling alternatives and use of modeling constraints (Chester, 2007; Menary, 2011; Rynne and Gaughran, 2012). This paper explores the use of a web based Learning Management System (LMS), coupled with Pro/FICIENCY, a PTC (2012) technology designed to automate the assessment of student assemblies, parts and drawings, in an attempt to make more faculty and student time available to focus on strategic knowledge and conceptual understanding that may be more relevant to a wider engineering degree. This paper records student perceptions of using an LMS to understand basic CAD competencies and identifies that there is a lack of conceptual assessments available to adequately understand the impact on their wider education. (Contains 5 figures.)