The function of the engineering profession is to manipulate materials, energy, and information, thereby creating benefit for humankind. To do this successfully, engineers must have a knowledge of nature that goes beyond mere theory-knowledge that is traditionally gained in educational laboratories. Over the years, however, the nature of these laboratories has changed. This paper describes the history of some of these changes and explores in some depth a few of the major factors influencing laboratories today. In particular, the paper considers the lack of coherent learning objectives for laboratories and how this lack has limited the effectiveness of laboratories and hampered meaningful research in the area. A list of fundamental objectives is presented along with suggestions for possible future research.