Knowledge of how to identify and apply engineering standards is a necessary skill for biomedical engineers seeking to enter into the engineering industry. The use of engineering standards is often reserved for capstone courses; however, little evidence exists to determine whether this limited exposure at the end of the curriculum is enough to prepare students to identify and apply engineering standards after they graduate. The objective of this study is to assess how increasing exposure to engineering standards in the biomedical engineering curriculum improves students' abilities to find and use relevant standards. Due to a curriculum change that was implemented over multiple years, four cohorts of students with varying degrees of exposure to engineering standards emerged. In-class lessons in a formative Junior Design course improved students' abilities to identify and apply standards; however, this skill did not always transfer to Senior Design. Repeated exposure to standards in formative courses improved students' abilities to identify, but not execute, engineering standards in Senior Design. The results of this study support the need for repeated, spaced practice with engineering standards throughout the biomedical engineering curriculum.