In South Africa, low graduation rates, with only 33.1% of students pursuing 4-year degrees graduating within four years, highlight the need for innovative educational interventions. Extended Curriculum Programmes (ECPs) address this by extending degree duration to support underprepared students. This study, the first to focus on ECPs in Architecture, examines the Bachelor of Architecture (Extended) (BArch(Ext)) at Tshwane University of Technology (TUT). Using a case study approach, this study compares academic performance between ECP and non-ECP students in 2017–2018, finding that ECP students outperformed their mainstream counterparts in 78% of subjects. Qualitative data from semi-structured interviews with the ECP coordinator and student questionnaires reveal effective teaching methodologies and support mechanisms. The study proposes strategic guidelines to enhance ECP implementation, offering insights for other South African architecture schools and higher education institutions to improve student success.

Keywords: Extended Curriculum Programmes, Architecture education, academic success, Tshwane University of Technology, South Africa, student support.