Materials are around us, involved in all disciplines with many applications: biomedical, technology, transport, industry, construction, among others. However, there is a lack of Materials Science education. Most undergraduate students afford this subject at the University as the first time, and difficulties arise: many new concepts, interdisciplinarity (maths, physics, chemistry). How can a student learn about this subject? When we focus on technical bachelors, these questions are quite challenging due to different aspects: Students need to learn basic (theoretical) concepts, but they also require more practical learning. In most of the cases, students do not find the relationship between what they learn at the University and their future job.
Looking for an equilibrium between theoretical and practical teaching, in this work, we present our experience on teaching Materials Science and Engineering in several technical bachelors (Mechanical, Energy, Aerospace, Materials Science Engineering) looking for a balance between learning basic concepts and making it attractive. On the one hand, theoretical concepts are required and must be explained combined with exercises to be understood. On the other hand, students need to understand the usefulness in their future working life. A that point a new question is proposed, since not many technical students think about working on research, development, and innovation (R,D & i). Our role as lectures is to show them all the possibilities of their future, so that they can decide. In the case of R,D & i, showing them current research projects related to materials science and how they contribute to innovation can awaken interest in these options. In fact, we open them the possibility to collaborate with us during their final degree project developing tasks in which they applied the acquired knowledge in Materials Science classes. 
Furthermore, collaboration with enterprises also helps to understand how Materials Science is applied in companies. For example, working in class with real problems of companies, sometimes engineers give practical seminars (i.e., Aerostructure Engineering: Real examples of fatigue, stats, and Dynamics) in which they have highlighted the importance of that knowledge, considered ‘very theoretical' by the students, for the development of their daily work. In this way, students know the importance of theoretical concepts and how they will be very necessary in their future work, thus understanding the curricular itinerary of technical degrees. In addition, these seminars also allow them to get closer to the reality of their future jobs, emphasizing the multidisciplinary training and collaboration with different areas, as has been shown with the participation of different departments of this company, such as stress analysis, tooling manufacturing, and simulation. In addition, companies suggest topics for their final degree project in which they have to apply the acquired knowledge in materials science, making students aware of the importance of this field of study. In addition, it also increases the collaborations between the University and the enterprises, which is key to innovate and develop new business models.  
In summary, understanding the difficulties that students can find to learn Materials Science is the first step to know how to teach and motivate students in this field of knowledge and the importance of their future job, in academic or companies.