The overall aim of this two-year study is to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). Researchers used a case-study methodology supplemented with management information and a survey of UTC students' views. Key findings include: (1) Project-based learning (PBL) represents a different way of learning; projects are industry-relevant and most effectively developed in collaboration with employers to ensure that the outcomes achieved help students to secure positive future pathways; (2) The evidence indicates that PBL and employer input, where delivered in a high-quality embedded way, deliver wide-ranging impacts for students, including work-readiness, enhanced emotional skills, high-level technical skills, and qualifications/awards; (3) The main challenges UTCs faced were recruiting: a suitable range of employers (including SMEs) providing high-quality input into the curriculum; appropriate motivated students with an interest in the specialism; high-calibre staff with relevant knowledge, experience and skills; and (4) Advice for schools included: be proactive and target the 'right' employers; develop and train staff so they fully embrace the importance of employer input into PBL; promote UTCs (or the school) and their educational approach; in order to improve the evolving PBL model, consider including timetable changes; employ key staff with industry backgrounds and connections; make employer contributions clear and easy to understand; and celebrate successful completion of projects. [The Royal Academy of Engineering and the Edge Foundation commissioned this work.]