The present applied study aimed to identify and evaluate the components of industry-oriented teaching in computer engineering classrooms. The study employed an exploratory sequential mixed-methods design. In the qualitative phase, thematic analysis was used; in the quantitative phase, a descriptive survey design was adopted. Participants in the qualitative phase were university faculty members and curriculum experts. Using purposive sampling with a typical-case strategy, semi-structured interviews were conducted with 19 participants. The statistical population in the quantitative phase consisted of undergraduate computer engineering students at universities in Tehran. Using proportionate stratified random sampling, 207 students were selected, and questionnaires developed based on the qualitative findings were administered to them. Face and content validity were used to assess the validity of the interview questions and questionnaire items. Cronbach’s alpha coefficient was used to estimate the reliability of the questionnaire, while credibility, transferability, dependability, and confirmability were employed to establish the trustworthiness of the qualitative findings. Qualitative data were analyzed through thematic analysis, whereas quantitative data were analyzed using descriptive and inferential statistics. The findings indicated that the key components of industry-oriented teaching include blended and technology-based teaching; interactive and participatory teaching; active, problem-based, and experience-based teaching; workplace-based teaching and industry engagement; learner-centered teaching grounded in agency and self-directedness; and profession-oriented, learner-centered, and context-responsive teaching. The quantitative findings showed that industry-oriented teaching receives insufficient attention in the teaching practices of computer engineering faculty members at universities in Tehran, with the level of attention to its components being moderate. .