Linear programming (LP) is taught in different departments across college campuses with engineering and management curricula. Modeling an LP problem is taught in every linear programming class. As faculty teaching in Engineering and Management departments, the depth to which teachers should expect students to master this particular type of modeling is often discussed. Does a student's understanding of this critical concept differ across the curriculum? The authors look at students' abilities to model LP problems in two different departments: Industrial Engineering and Management. The authors compare the results and look for differences and reasons for those differences.