Teaching English for Specific Purposes (ESP) in Higher Education (HE) has a long-standing tradition in the language centres of the Cypriot academic world, much like in other European contexts. Even though Cypriot universities are advancing in educational technology, students enter bearing coursebook-led and teacher-centred learning experiences offered in secondary education. The present chapter focusses on a pilot study involving 20 ESP first year students of the Department of Chemical Engineering, and a curriculum that was developed to tailor their academic and professional needs with the aid of a technology-enhanced environment. The aim of the personalised curriculum was to stress the fusion of interactive tools and make use of applications that would deliver opportunities for: (1) autonomy, (2) resource and content management, and (3) communal and individual content production, presentation, and sharing. The impact of the design of the curriculum was investigated through (1) online surveys completed by the students and (2) students' reflection journals. Data reports on the transformational period, the progress made, and the impact the technology-enhanced curriculum had on their learning. Additionally, the investigation revealed insights on the level of intensity of cognitive and instrumental interactivity. [For the complete volume, "ESP Teaching and Teacher Education: Current Theories and Practices," see ED595614.]