Evident boost in Architecture, Engineering and Construction (AEC) industry now is possible using BIM concept – Building Information Modelling. A similar workflow under a term Product Lifecycle Management (PLM) is known for quite a time. Successful introduction of these technologies require extensive application of 3D geometric models. Development of spatial imagination and 3D models by means of CAD systems should be tackled in the engineering courses. Universities have to participate more actively in the process of faster implementation of these technologies into life. A common background knowledge required to handle this problem is a development of spatial visualization skills since in the backbone of the both these concepts there is a three-dimensional (3D) geometric model or database. The former classic university courses like descriptive geometry and engineering graphics used in the last century have undergone considerable reduction in credit points, sometimes caused by administrative orders or experienced decent content changes dictated by IT achievements. However, development of the spatial comprehension and visualization skills should not be under estimated in the future syllabuses, because they are crucial for 3D modelling in a wide range of engineering applications. The paper will share an experience about recent research about teaching spatial comprehension, 3D visualization and CAD communication skills in technical universities. Results of the experience gained from a 2011 Fulbright Scholarship teaching and research project about the measuring the engineering graphics literacy skills and further application in practice are represented as well. The paper will focus on a review of adopted and tested teaching methods and approaches rather than detailed analysis of the situation in general.