The goal of an undergraduate engineering education is to provide students with the necessary knowledge and skills needed to solve real world problems. Creativity and critical thinking are two abilities essential for success in the workplace, and are highly sought after by employers. However, there is evidence of decreasing creativity and critical thinking in senior engineering students. This study sought to understand if freshman engineering students are measurably more creative, but less capable of critical thinking, than senior undergraduate engineering students. Creativity and critical thinking were measured using the Test for Creative Thinking-Drawing Production (TCT-DP) and the Watson-Glaser Critical Thinking Appraisal (WGCTA), respectively. The data suggest that freshman engineering students were significantly more creative than senior engineering students. However, senior engineering students were found to be no better at critical thinking than their freshman counterparts. When compared to normative data, the senior engineering students underperformed significantly compared to the general population of senior college students. With study limitations in mind, these findings may suggest that senior engineering students are not only less creative, but also less capable of critical thinking, than when they started their engineering program. If this is indeed the appropriate conclusion, then there is a need to understand the underlying issues driving the decline of creativity and critical thinking in engineering undergraduate students.