Extended Curriculum Programmes (ECPs) in South Africa aim to improve academic success for underprepared students; yet, little is known about their efficacy in specialised fields, such as Architecture. This research investigates the ECP in Architecture at Tshwane University of Technology (TUT), focusing on curriculum structure, academic outcomes, and student support mechanisms. Through a mixed-methods case study, it analyses 2017–2018 academic records, showing ECP students achieved equal or higher grades in 58 of 74 subjects compared to non-ECP students. Qualitative insights from coordinator interviews and student surveys highlight the effectiveness of tailored teaching strategies and the impact of foundation provisioning. Addressing the research question, “What makes an ECP in Architecture successful?” the study develops guidelines for refining ECPs, with implications for broader application across South African higher education institutions.

Keywords: Extended Curriculum Programmes, Architecture, student performance, curriculum design, teaching methodologies, higher education.