Engineering design is widely considered to be one of the pivotal elements of engineering education. However, design remains a subject that engineering students find the most difficult to grasp. This difficulty stems from the differences in the traditional engineering science-based courses, and the creative skills required for design courses. The traditional science-based courses in engineering provide the students with a clear reference point for right or wrong answers and follow a strategic formula-based approach that can be applied to all similar problems. This is not the case with engineering design, where there are no right or wrong answers, and each problem can have multiple solutions. Despite incorporating long-practiced teaching and learning approaches for engineering design courses, current methodologies continue to suffer from some inherent shortcomings. Due to variability in student response to various engineering design problems, and the 'no right way' to answer problems, educators find it difficult to evaluate student performance in complex design. Additionally, providing performance feedback to students in a timely and efficient manner is extremely costly for complex design tasks, in particular for the large class sizes that are common today. The current multi-institutional project was designed to redress this challenge. The development of Adaptive Toolboxes, consisting of Adaptive Tutorials (ATs) has been undertaken in this research. ATs assemble and integrate the mathematical tools and concepts required to preform a relatively simple but authentic design tasks. The current project builds on previous success in providing tailored feedback to students in mechanics courses, but also providing educators access to complex analytical data based on student responses. The current paper outlines the preliminary implementation of two ATs can be used in teaching engineering design courses at UNSW, Australia.