In a longitudinal study (e.g. Edvardsson Stiwne, Rosander & Stiwne, 2002) of students' experiences from a study programme in Physics and Electro Techniques three cohorts have been involved for some years starting 1998. Results from this study have been presented at previous ECER conferences. Starting 2002 a new cohort from the same programme was added to the study. A big difference for this new cohort is a change to a more project-based education. The questions this paper will address concern the students' experiences of, e.g. workload, satisfaction and study results. What are the differences when comparing the traditional approach found in the first three cohorts to the project-based approach of this latest cohort? As have been noted previously (Edvardsson Stiwne et al, 2002) critical success factors involve peer support among other things. The project-based approach involves more scheduled time working together with other students in smaller groups. In other words it provides opportunities for the students to support each other. Is this something that can be found in this new cohort? Does it reflect in different experiences of achievements and study situation? In this study data from four cohorts of students of engineering (n=596) on experiences about their first semester was used. Three cohorts (n=451) representing a traditional approach, one part of a cohort (n=122) representing a project-based approach to education, and the other part of the same cohort (n=23) not involved in this new approach also representing a traditional approach was compared.