The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University during their graduation using a questionnaire and convenience sampling. Graduates' needs, aspirations, reason for pursuing engineering and their expectations of the workplace were determined and analysed using the Biggs' Study Motives and Strategies framework. The study thereafter attempted to ascertain the perspectives of academic leaders at the same university, drawing from their years of experience and liaison with industry partners. Academic leaders at the university were interviewed qualitatively. An interpretivist paradigm was considered using deductive thematic semantic analysis on various themes concerning their views on graduate and employer expectations, trends, training programmes, postgraduate study, outcomes and attributes. The study also drew upon findings by the university Quality Promotions and Assurance survey for further corroboration of findings. Key misalignments between graduates and academic leaders were identified and discussed. The main misalignments included guidance expectations, niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering drive, high workload and surface study strategies, and assessment changes. Recommendations for the university's role in mitigating many of the issues and mis-alignments were provided, along with recommendations for any possible future research in this area.