The engineering curriculum is steeped with instances of modelling use, especially in design applications. The implicit inclusion of modelling in the typical engineering curriculum often results in conceptions of models as being primarily used for visualization and testing, originating from the descriptive nature of everyday use. A broader understanding of how models are used can be achieved when students are given opportunities to learn and experiment with the predictive nature of some modelling applications. A significant shift in conceptions was observed between pre and postsurveys of senior engineering students taught an explicit modelling intervention. Visualization and testing remained prevalent with an additional focus on predictive mathematical models.