This paper is based on a continuation of a previous study undertaken by the authors, which looked at achievement of Student Learning Outcomes in one of the calculus-based introductory Physics courses taught to undergraduate Mechanical Engineering students. The paper presents results obtained from an expanded study that now includes all courses in the sequence. We are focusing on student learning outcomes that are pre-requisite knowledge to subsequent core engineering courses, and that relate directly to ABET required program outcomes. Special emphasis is placed on results from teaching and assessment in the Mechanics course. Analysis of data obtained over the course of two academic years yielded good insights into student learning, and recommendations to increase teaching effectiveness.