Structural engineers assess the geotechnical problems as difficult to model, complicated to calculate and full of crude approximations. In return, clear constraints hindering the practical use of advanced mechanical theories and computational software decrease the interest of geotechnicians in studying and applying them. In designing complex structures both sides restrict themselves in many cases to the exchange or prescription of some data given on interfaces. The paper presents an overviewon differences either loosing their importance or remaining significant between these structural and geotechnical perspectives. Educational consequences related to the Bologna-process are discussed. Role of case studies and understanding of the observational method's importance are stressed. The paper concludes that geotechnical education should and could correspond to the challenges with more conscious and better structured curricula. © 2008 Taylor & Francis Group, London.