This thesis presents the results of observations and analysis of students’ learning of model based system development from two related courses taught in the University of Oslo Norway and Florida Atlantic University USA. These two courses have been synchronized since 2012, and have been analyzed from 2015 to 2016. The data collections are done through interviews, observations, document analysis and a survey questionnaire. These two parallel courses with the same main course project were offered in 2015. After being updated and improved based on the initial analysis, the course was offered again in 2016 followed by a further in depth analysis of students’ learning experience. The aim of these two courses is providing students the competence of problem solving in modeling. The usage of models in the courses covers a full spectrum of modeling techniques, i.e., from initial business architecture models, to requirements models, system and software architecture and design models as a basis for implementation. Modeling languages that are used in these two courses include UML, BPMN, IFML and various DSLs. Our analyses and conclusions point out the need for a balance between individual and group learning in order to internalize knowledge, the need for a well-documented and working toolchain, and the importance of following models through execution.