The Bologna Declaration acknowledges the crucial role of the higher education community for the success of the Bologna process. However, there are some obstacles to convergence in Spain, such as the need to achieve a change in teaching methodologies. This new approach will require the active participation of the academic staff. The Engineering Accreditation Commission mentions the criteria which are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisfies the needs of constituencies in a dynamic and competitive environment. In the third criterion which describes what students are expected to know and be able to do by the time of graduation, the following skills, knowledge and behaviours should be underlined: an ability to function on multi-disciplinary teams; an understanding of professional and ethical responsibility; an ability to communicate effectively, the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; a recognition of the need for, and an ability to engage in life-long learning; a knowledge of contemporary issues; an ability to use the techniques, skills and modern engineering tools necessary for engineering practice. According to Career after Higher Education, a research project involving 11 countries of the European Union, a higher quality training and better professional preparation is a real need at many Spanish Universities. Within this context this chapter focus on describing and applying the new teaching methodologies based on European Higher Education Area and its implementation on engineering subjects, such as, lecturing, laboratory instruction, cooperative learning, problem based learning, tutorial strategies, project and learning contract and the effective integration of Information and Communication Technologies.