Background: Perspective-taking, a key component of engineering, is particularly salient in engineering ethics. Yet practices for promoting its development in engineering students both within and outside of ethics education remain largely underexplored. Purpose: The objective of this investigation was twofold: first, we explored the aspects of an engineering ethics course that contributed to changes in perspective-taking among graduate-level engineering students. Second, we explored the nature of these changes. Design/Method: We used Critical Incident Technique to explore these two research objectives. To enhance the rigor of this qualitative investigation, we implemented Walther, Sochacka, and Kellam's Quality Framework. Results: The analysis of 24 critical incidents extracted from post-course interviews resulted in five distinct but related themes representing potential causes of changes in perspective-taking. Themes included the sharing of diverse perspectives, the challenge of ethical decision-making, projection exercises, repetitive application of Reflexive Principlism, and experiencing cognitive dissonance. Second, we found four themes representing the nature of perspective-taking changes, including open-mindedness, holistic perspective-taking, principle-based perspective-taking, and worldview broadening. Conclusions: These findings elucidate nuances engineering educators might consider when seeking perspective-taking development among their students, such as the nature of case study prompts and the relationship between perspective-taking and ethical reasoning processes.