"Real life" learning has often been suggested as a good method for engaging students in the science curriculum. In this article, an evidence-based rationale for the use of engineering as a context for "real life" science study is explained. This has been achieved through development work undertaken by the National Science Learning Centre and the Institution of Mechanical Engineers to produce the Teacher Industrial Partners' Scheme (TIPS) that provides high-quality continuing professional development in a "real life" engineering environment.