SARTOR3 presents a challenge to designers of mathematical courses for engineers. There is a requirement to differentiate clearly between the educational experiences of Chartered Engineers and Incorporated Engineers. The chartered engineer requires a range of higher level mathematical skills, whilst the emphasis for incorporated engineers is on the ability to carry out routine mathematical procedures. Many such procedures can be performed using computer algebra systems and it is clear that incorporated engineers should learn to use such systems. In this paper we discuss what mathematics these students should learn in order to be both intelligent users of technology and effective incorporated engineers.