Engineering students tend to pay more attention to their core subject classes rather than on an English language class. They all come from different social and academic backgrounds and their knowledge of English language varies from one another. A mixed ability group throws many challenges to an English language teacher teaching to a grown up or rather adult group of learners who always pre-define their interests and needs. The primary and the most important challenge in front of the language teacher teaching engineering students is--how to promote active learning in a MAC situation? A language teacher to overcome the problems of a mixed ability classroom and promote active learning needs to adopt a number of strategies. The paper studies the MAC situation in an English language classroom of engineering students and makes an attempt to re-define methods for active learning--a prerequisite for language development in an engineering classroom.