This paper discusses the identification, relevance, and limitations of threshold concepts in electrical and electronic engineering (EEE). Initially, a brief introduction to threshold concepts is provided for readers unfamiliar with the topic. After that, key threshold concepts in EEE are identified, and conclusions are drawn about their usefulness in teaching. Finally, the limitations of threshold concepts are discussed. The paper focuses on the first two years of the EEE degree, as the first two years are the core years where all students study compulsory modules. In the last two years, the threshold concepts can depend upon the chosen area of specialisation. It is concluded that despite all the limitations, identifying the threshold concepts can be a valuable exercise for the teachers who design the modules.