The aim of this article is to determine the necessities for codifying strategies of engineering education inIran. For this purpose, a survey method is used. The population in this research includes experts of engineering education that forty people as sample participated in the research. The instrument for data collection of research was questionnaire, which include the following four aspects: challenges of engineering education; requirements of engineering education; educational courses and curriculum; and needed learning activities for students. Data were analyzed by suitable statistical indexes. The results indicated that reform of engineering education inIranis necessary. Therefore, social and economic difficulties are the most important challenges of engineering education. For encounter these challenges the engineering education should proportionate with scientific needs, global education, and be entrepreneurial and applied. In addition, for accountability of engineering curricula in relation to new needs and situations emphasize should be made on computer-aided courses; practical courses such as project, laboratories, apprenticeship, and workshops; and English language courses. Finally, engineering ethics, and environment and energy should be obligatory in engineering curricula in order to increase responsibility and participation of students in sustainable development.