This thesis is a study of student reflections about the learning outcomes of integrated cross-course learning activities at Chalmers University of Technology, focusing on specific graduate attributes and life-long learning perspectives which the students can presumably recognize at graduation. The courses, carried out during the entire Business Development and Entrepreneurship Programme, are designed and implemented with the ambition to adapt to Constructive Alignment and CDIO, and span across various subjects such as Building Technology, Project/Financial/Facilities Management and Technical Language and Communication. Furthermore, the thesis takes into consideration aspects of learning and teaching activities with regard to Content and Language Integrated Learning (CLIL). The analysis shows that students develop awareness of learning as a process and of learning methods based on particular contexts in which learning takes place. Furthermore, the student comments show that due to integrated teaching and learning activities, the students learn to understand learning and its contexts, in a life-long perspective, which allows them to continuously develop their awareness of personal and professional progress.