Contribution: A project-based active learning approach with the collaborative pedagogical environment is used to train electrical engineers, focusing on loading characteristic of motors where extrapolated knowledge from advanced classes and feedback from the industry professionals are used to engage fellow students to improve their conceptual and applicatory learning. Background: Forces of globalization, including engineering education's multicontingent epistemological structure requiring a broad-based skill set, linking academia, and industry necessitate specific pedagogical intervention. The project-based pedagogy contextually embedded in collaborative environment has proven to serve as an ideal approach to address the scenario. Despite its demonstrated efficacy, its implementation has been sporadic, globally, and systemically within most educational institutions. In that light, this article is expected to stand as a strengthening paradigm simultaneously with conventional didactic orientation to fill that void. Intended Outcomes: Based on the academic needs and industrial demands, the specific techniques employed greater primacy on augmenting content mastery, critical thinking, and problem-solving skills that may have higher sustainability. Application Design: Project-based model that has been tested here is embedded in multidisciplinary and collaborative teaching package emphasizing problem probing and prescription. This approach underlies a very holistic orientation, providing a greater connection between theory and praxis, thereby having a higher appeal to theoreticians, learners, and the end-users. Findings: Extrapolated knowledge from graduate and upper-division undergraduate courses can be used to train lower-division undergraduate students. A positive trend in student learning outcome in power courses and a very positive feedback from industry professionals reflect the active learning model effectiveness accompanied by actual student test scores.