In an effort to improve students' problem solving skills with information technology across the industrial engineering curriculum, we created an Internet based problem-solving environment. The module implemented for engineering economy presents a realistic problem that establishes connections with other courses. The design of the learning environment promotes metacognitive skill development by requiring students to explain each major problem solving action taken and to evaluate their own progress toward a solution. Experience in two successive semesters of a large introductory course indicates that information technology can be used effectively to create opportunities for students to collaboratively solve realistic engineering problems, thereby promoting deeper learning and higher order thinking. Greater student engagement and efficient evaluation mechanisms motivate faculty adoption of such a system.