There is a plethora of curricular content students must learn to become effective, industry-ready software engineers. From theory and technical skills to self-management and interpersonal skills, and to role-specific knowledge such as DevOps or Requirements Engineering, students struggle to become proficient in all, while instructors struggle to prepare students for the industry. Project-Based Instruction has become a de-facto standard to teach these skills and knowledge, yet many project-based courses focus on implementation. Therein, students tend to adopt third-party technologies without critical reflection, leading to insufficient knowledge about supply chain risk management (SCRM). The result is that students are inadequately prepared to handle risks to project success due to third-party acquisitions, such as adequately handling usage rights, introduction of security vulnerabilities, and poor ability to identify acquisition risks. In this paper, we propose a capstone-style project-based course to deliver an industry-realistic and teamwork-centric software development approach. By incorporating Technology Acquisition Plans that are based on an existing SCRM curriculum, we add acquisition planning, bidding, and risk monitoring activities to an existing course design. Empirical evaluation and classroom observations show that while justifying the need for third-party acquisitions remains the same, students’ self-reported ability to evaluate and bid on alternatives is improved. Furthermore, statistically significant improvement can be seen in areas pertaining to risk monitoring, problem detection, and problem resolution, yielding an overall improved project experience.