To train students and prepare them for industrial projects, where two key elements are communication and planning, we expected a Design, Build, and Test (DBT) project would use available staff efficiently and at the same time give the students a multi-disciplinary view on embedded system development, which is difficult to give in our normal curriculums. The students taking part in the project have varied cultural background. The project has been given two times and we report our experiences from running the project and trying to adapt it based on experiences from the first time. Identified key experiences are: it is difficult to motivate the students to work independently in the project, it is difficult to communicate what is a successful project (i.e., the focus should be on how the group is working and not on technical solutions), and model-based development.
