This paper provides a case study on how design as a process can be used as an underlying foundation to link and integrate several subject areas. The paper discusses the process in which learning outcomes from different subject areas are identified and the creation and execution of an 'integrated project' is delivered to students in order to improve the students' understanding these outcomes, both individually and holistically. Assessment of the learning outcomes of the course before and after the introduction of such an integrated project is presented as well as a detailed account of the results and experiences of both the students work and academics observations. Also, observations on increased students' engagement is highlighted and lessons learned are documented. The case study was a mini-project given within the 'Introduction to CAM' course, which is typically a course that does not cover other subject areas as part of its curriculum. The main subject areas covered for the integrated project case study included but were not limited to: geometric modelling, CAD, NC manufacture, machining, industrial design, entrepreneurship, and project management; all under the umbrella of a design process to design and build an artifact. Both a quantitative and qualitative approach is used to analyse the outcomes of such an integrated project and the results are extremely encouraging.