Writing in college is a situated practice that involves the participation of teachers and students in the construction of knowledge. Therefore, this pilot study explores the experiences of writing involved in the “Project Final” (PF) of fifth year of an engineering career. Described, based on interviews with teachers and students, what challenges have those experiences, what resources they have, how aid is worth and what give meaning to writing. The results show that the PF means a lonely responsibility for students is compounded by the inexperience in the production of similar texts, to which they require motivation and self-regulation. For teachers, the PF, further, highlights the difficulties in writing by the students. It is therefore necessary to rethink the institutional conditions that are offered to help with the graduation of engineers so that they are legitimate stakeholders of the discourse community.