Engineering education has adopted active learning methodologies to address challenges such as low student engagement, limited integration between theory and practice, and insufficient development of analytical and interpersonal skills required in service operations environments. Although Service Learning and Student Consulting Projects are recognized as effective experiential approaches, empirical evidence remains limited regarding their systematic implementation in Industrial Engineering programs and their contribution to competencies in service operations management. We examine the application of Service Learning and Student Consulting Projects in the Service Operations Management course of an Industrial Engineering program in Brazil. This research analyzes two consecutive semesters with real partners: internal university services (2024/2) and external companies (2025/1). Data collection involved formative and summative assessments, student self-evaluations, partner feedback, and analysis of project deliverables. Our findings indicate that both methodologies enhanced students’ analytical reasoning, communication, collaboration, and reflective abilities. Service Learning promoted community engagement and facilitated access to information, while Student Consulting Projects exposed students to authentic managerial challenges, requiring autonomy, decision-making, and adaptation to real operational constraints. Students and partners positively evaluated the experience, although challenges emerged related to time management and alignment with external stakeholders. The study contributes to engineering education by offering a replicable model for structuring experiential learning in service operations courses. Practical implications include recommendations for course redesign, partner coordination, and the purposeful integration of collaborative digital tools. The results demonstrate that experiential methodologies strengthen engineering curricula and prepare students for complex service-oriented work environments.