Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual “trade fair” held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants' satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors' plans for the future.