In the industrial engineering undergraduate curriculum, one course has followed a very traditional educational format both from the instruction and the learning point of view. The course is engineering economics. This course is a fundamental course for industrial engineers as well as for other engineering disciplines (mechanical, electrical, civil, etc.). Although there have been several initiatives to rethink this course, by and large there has been little change in the pedagogical delivery of the course material for the last number of years. This paper investigates the current (prevalent) teaching approaches to this course. An informal survey was conducted with students at two institutions to obtain the customer's prospective with respect to the use of weekly quizzes to improve student's knowledge retention. The results of the survey are analyzed and discussed in the context of traditional (receptive accrual) and non-traditional (cognitive mediational) approaches. Also discussed are the realities of the instructor's work demands, work loads, and job priorities. Suggestions are provided to practitioners and researchers on the potential instructional technique.