During the Spring 2011 semester, an engineering graphics literacy assessment was developed by a visiting Fulbright Scholar. The assessment was administered in a junior-level constraint-based modeling course. Twenty-nine students were asked to model seven parts given in an assembly drawing of a device within a 110 minute class period. The parts in the assembly ranged in complexity from a ball to a valve body. Students were given a ruler to measure parts on the B-size drawing and determine sizes of features based on the given scale (2:1). There was a positive relationship between the scores on the activity and the pace at which each student completed the parts. Only eight students modeled all seven parts in the assembly. There were significant correlations between the scores on the modeling assessment and other measures in the course (final project, final exam, and final course average). This paper summarizes how students performed on the assessment (number of parts correctly modeled, scores, total time, etc.), reports analyses of relationships between their scores on the assessment and other measures in the course, and also presents ideas for future studies.