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There is an enhanced focus the last few years on defining competence-based curricula rather than knowledge based curricula for engineering programs. This drive stems from competence based Human Resource Management where competencies are considered key success factors rather than acquired knowledge and skills alone. Defining learning goals in terms of (tangible) competencies requires some thought but is manageable. Converting these goals to competency-directed education and testing is quite a challenge and almost automatically degrades to easy approachable competencies like 'presentation skills' and avoids the more difficult ones like 'independent learning' or 'design methodology'. In this paper we try to connect also the more difficult competencies or success factors to explicit reflection in project work as a step towards explicit training along the lines of competencies. The first results and appreciation by students are presented. In conclusion, there is still along way to go, but indications are that this is a right track.