Engineering students' insufficient work experience, lack of knowledge or misconception about their own abilities to work and communicate efficiently on a complex engineering project, as well as their abilities to manage work efficiently can be a difficult task for lecturers to teach at university. Challenge-based learning (CBL) has been implemented in engineering higher education because it constitutes an active learning pedagogy that provides students with a framework to acquire and develop key transversal disciplinary skills like problem-solving, critical thinking, project leadership or communication skills. The experiential learning that a CBL framework offers allows students to work collaboratively in real-life problems that are challenging to solve. The authors of this paper are involved in integrating the teaching of two important transversal skills, project leadership and management and communication to manage a project and communicate it to different stakeholders for different purposes, into a challenge-based year-long course. In this paper, we report on our experience in teaching master engineering students these two transversal skills by means of a pedagogical intervention that is integrated within a course based on challenge-based pedagogy. The pedagogical intervention is described and subsequently students' perceived usefulness of such intervention is explained.