Majority of recent studies discussing the development issues of civil engineering education focus the attention on the innovative teaching and learning methods. Evolution of the engineers' habit of mind demands, in addition, the conscious harmonization and synchronization of educational level, basic mathematical and mechanical preliminaries and professional content. Consideration of the interdependence among these factors results in some conclusions usable for educators interested in creating innovative curricula. Distinction between BEng and MEng levels of competence has to be identified properly. Geotechnical works on or in problematic soils deserve this attention, in particular.