The analysis of the variational behavior of the variables that are part of a function is an important aspect in the construction of mathematical models that describe phenomena of reality, a skill that is fundamental in the training of future engineers. This article presents the results of a study whose objective was to describe and analyze the levels of covariational reasoning presented by engineering students within the theoretical framework proposed by Carlson and Larsen (2003). For this purpose, a questionnaire was designed with problem situations that inquired about the identification of intervals of variability, growth, decrease, stability, as well as the description and analysis of the behavior of the variables that make up a function, represented in different registers. The assessment of the forms of reasoning was carried out quantitatively and qualitatively, with an exploratory and descriptive perspective, with 38 students participating in the environmental engineering degree at the National University of Moquegua. The results indicate that the covariational reasoning shown by a large part of the students is concentrated within level I and II, showing that, although they coordinate the direction of the changes between the variables, they do not discriminate the quantity, as well as the behavior of the reason that occurs between these changes.