Engineering education in Britain in the nineteenth century was characterized by the apprenticeship system. The apprenticeship system meant different things to different people, but it normally involved a training of apprentices — either workman or gentleman apprentices — in a workshop (shop, office, factory, or manufactory), and/or in the field, and/or in public works. British civil and mechanical engineering, which symbolized the triumph of the British Industrial Revolution from the 1770s to the 1850s, were firmly grounded in the apprenticeship system. Electrical engineering, however, was somewhat different. From telegraphy through power engineering to wireless telegraphy, electrical engineering was more tightly linked to the mathematical and experimental sciences of electricity and magnetism, and the apprenticeship system and workshop tradition were relatively weak in electrical disciplines. Engineering, including electrical engineering, was transformed into so-called "scientific engineering" in the second half of the nineteenth century. Engineering became a "scientific" discipline, in the sense that mathematical and systematic scientific theories were more tightly linked to engineering practices, which became experimental and quantitative. The aim of this paper lies in supporting, and at the same time qualifying, the thesis on the development of "scientific" electrical engineering. This paper supports the thesis, because it will show that technical colleges and engineering departments in universities, where students were receiving a "scientific" education, were in a continuous state of growth from the late 1870s onward. This chapter, however, simultaneously qualifies the thesis, because I will show that technical colleges or scientific instructions were never dominant until the early twentieth century. The apprenticeship system not only survived but was still the main method by which engineers were trained — even in electrical engineering — in the early twentieth century. Scientific education in colleges using theoretical instructions and laboratory experiments had by then been firmly established, and was considered to be a respectable way to train engineers; yet it was not a substitute for apprenticeship, but merely a complement to it. The coexistence between college education and workshop training in the early twentieth century was a unique feature of British engineering including electrical engineering.