The concept of decolonisation continues to be a topic of debate across academia largely in South Africa and other historically colonised nations. There are many questions and few answers, however there seem to be clear directions for soft disciplines like humanities. In contrast for hard science discipline such as engineering, the topic of decolonisation generally remains a baffling endeavour. This research paper undertook a study to understand the applicability of the decolonisation concept within engineering education, as understood by students from three different engineering schools within the University of the Witwatersrand, Johannesburg. The knowledge sought was to address questions such as “what is decolonised engineering education?”, “what are the attributes of such a decolonised engineering education?” and “what are the changes needed within the university in order to decolonise engineering education?” amongst other questions. Discoveries include developing an Afrocentric education taking into account things such as institutional culture, racial diversity and impact of the education in society post-graduation. This paper rates and highlights the intensity and importance of some of the pressing issues that need to be addressed if decolonisation is to take place. At top of the list is the need to transform institutional culture and at the bottom is the need to do away with hierarchies in education.