The United Kingdom has a tradition of excellence in higher education and is recognised as an important player in engineering education and research globally. With 20% of the engineering academic staff and 12% of the student body being European (based on official data related to 2017/2018), much has been anticipated about the likely consequences of Brexit, including the disruption of research collaborations and mobility of staff and students. Understanding the post-Brexit context is important for British higher education institutions, but Brexit also has implications for individuals' home countries, like Portugal, that have a history of sending graduates to the UK. The study reported here is part of a larger project funded by the Royal Academy of Engineering to explore, from the perspective of European students and academic staff, the impact of Brexit on the UK's engineering education sector. In this paper, we interrogate the perspectives of three Portuguese citizens engaged in engineering education in the UK - two women including one undergraduate student and one postgraduate student, and one man who serves as a lecturer. The transcripts of semi-structured Interviews were coded thematically to identify: (1) participants' motivations to come to study or work in engineering in the UK, (2) their experiences and future career plans, and (3) whether all of these were impacted by Brexit.The outcomes of the project will be relevant to predicting the future of engineering education, and estimating the impact Brexit wil have on mobility and research collaborations between the UK and European higher education institutions.