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Following a prolonged decline in enrollment and interest in power engineering, educators have formulated a variety of responses they believe will stem the tide of woes that seem to have besieged the profession. The range of creative solutions proposed in many programs are centered around what a power engineering curriculum should contain, how course materials should be delivered, and how to market (or promote) the program. This paper takes a critical look at a number of studies on curriculum development and learning in higher education. It examines the role that should be given to students' conception about learning, instructors' experience and teaching philosophies, and the impact of curriculum organization on students' performance in the design and implementation of educational innovations. The best aspects of the new innovations in a power engineering curriculum are then combined with other components that are deemed necessary to come up with what a model power engineering program should look like.