This article offers reflection and discussion of Bachelor degree training of teachers who work in Professional, Higher, Undergraduate and Postgraduate Education, based on the authors’ experiences. The discussion focuses specifically on the Teacher-Engineer. What is the profile of a Professor-Engineer? How does this professional learn the teaching practice, given that he/she is not qualified as a teacher? Is the focus on the transmission of contents, or the construction of knowledge? Considering the historical and social context, what are the challenges to be faced? These issues are highlighted and lead to reflections, showing the importance and the need for Teacher-Engineers to have a teaching qualification. Seeking a deeper understanding of the problem, this research is based on the theoretical framework of thoughts and concepts of the sociologist Pierre Bourdieu, and authors such as Maurice Tardif, Maria Isabel Cunha and István Mészáros.