There is a quest to fully adopt personalised learning (PL) in higher educational institutions. Behavioural learning which engage rewards for students achievement during the learning process is currently being phased out, particular in western society, though this is still used in developing societies. However it is important we consider the advantages and disadvantages when proliferating personalised learning in higher education and indeed engineering pedagogy. It should be noted thate the broad spectrum of engineering principles are fairly standard having been developed over centuries. PL on the other hand seek to customise the learning of these principles to each student’s individual need. There are benefits to be seen with such a strategy and indeed software have now been developed for this purpose. PL can improve student engagement by progressively improving the pedagogy with their feedback. A direct consequence of this is that the students are able to better understand complicated engineering concepts. With more students passing, more engineers with the required skills are infused into the society. This is a welcomed situation since we need new ideas in fixing current global engineering challenges. With PL, students are able to contribute effective to solving these challenges. However, this approach to engineering pedagogy come at a cost, since Students might graduate with insufficient engineering information. This is because a considerably amount of time is spent during PL in customising information to specific student or student groups, less time might be available to show students the entirety of knowledge required for their practice. For example, it appears there is now a growing number of students and indeed engineers with limited knowledge of how engineering equations were derived from first principles using integration and differentiation. Yet this is required if we are to overcome certain limitation of the derived equations. One might argue such information is not necessary required beyond university. Though true, yet integration and differentiation form the basis for developing most engineeing software. To preserve the quality of students graduating from the university, we must direct students to addition resources during PL such that they develop beyond the learning received in the class. Hopefully, we can preserve more of the fundamental knowledge required in engineering practice.