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This research study compares engineering identity and communication outcomes (such as attitudes towards communication, motivation, and intentions to engage in communication) between students enrolled in an Integrated Engineering Public Speaking (IEPS) class and a Traditional Public Speaking (TPS) class. Findings indicate that intentions to engage in communication and engineering identity improved for students in IEPS and TPS classes. Attitude towards communication only improved for those in the IEPS classes. Motivation was high for IEPS students even before classes started, and while they improved for only those in the TPS classes, those in the IEPS classes continued to have higher motivation after classes than those in the TPS classes. Overall, comparing IEPS and TPS classes revealed that attitudes towards communication, motivation, and engineering identity improved significantly more for those in the IEPS classes compared to those in the TPS classes. The paper concludes by discussing future directions for research in engineering instruction/communication. [ABSTRACT FROM AUTHOR]