This paper provides a case study on how an established, mature engineering faculty, with a large population of students can make the successful, high risk, step change transition towards the delivery of CDIO objectives - ‘Graduating engineers who can conceive-design-implement-operate complex value-added engineering systems in a modern team-based environment’ [1]. The successful results of the project demonstrated the effectiveness of the Systems Thinking and CDIO approach and endorsed this as the basis for a major change strategy. Not only did it demonstrate the quality of all the students on the course, their potential and commitment to engineering, but it also demonstrated willingness of the faculty to take a risk and to embrace change. The project scenario opened up an otherwise overlooked teaching resource – that of practitioner lecturers with many years of experience of implementation and operation of major projects. These skills were essential to the scoping, design, planning and implementation of the project as well as giving the backdrop of best practice from industry. Auckland’s experience of introducing a major step change may be used as a Template for other universities who may wish to follow Auckland’s example. This project shows the value of a hearts and minds approach to change as it brought together students, staff and best practice under a multidisciplinary Systems Thinking and CDIO approach - all united in the interests of reconstructing Christchurch.