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Contribution: This article proposes a new definition of conceptual understanding (CU) specific to engineering. It then measures CU of signals and systems (S&S) in senior undergraduate students and describes how students approach conceptual problems. Background: Previous studies across multiple engineering subjects show students have low CU at the end of courses. However, little is known about CU semesters after a course. Research Questions: What is the CU of S&S concepts among electrical engineering senior students? Methodology: This mixed method study uses quantitative concept inventory data <inline-formula> <tex-math notation="LaTeX">(n=467) </tex-math></inline-formula> and think-aloud interviews <inline-formula> <tex-math notation="LaTeX">(n={12}) </tex-math></inline-formula> to measure CU. The results come from two universities. Findings: Seniors' scores on the concept inventory are typical of scores presented at the end of an S&S course. Many struggled with the concept of linearity, made a common error when finding the maximum value in graphical convolution, and had low confidence on relating frequencies in time to a Fourier transform representation, but seniors had relatively high CU of time invariance and filtering.