The transition from basic Engineering courses in the first year of Civil Engineering curriculum, into the analysis and design of Civil Engineering structures can be challenging for students. Indeed, most students find it difficult in learning some of the theoretical courses in later years of their engineering studies. In this paper, discussions will be directed to the role of physical models in assisting the teachings of advanced Civil Engineering courses. Examples of
physical models will be shown by making use of those developed by the authors in the teaching of Geotechnical Engineering at University of Southern Queensland, Australia
