The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional "one way" flow of knowledge, essentially from research to education, by a "both ways" circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the "poor relation" of many universities. What are the main issues -barriers and drivers--and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry.