This paper presents the preliminary results of research that explores the pedagogical potential of the design-build methodology in architectural education in Ecuador. Two real-life projects developed at PUCE-Ibarra by final-year students a student gathering pavilion on the university campus and a bus stop in the adjacent public space were analyzed through a qualitative approach based on observation, surveys, interviews, journals and audiovisual records. The study evaluated the development of both hard and soft skills during the design, management and construction phases. Results indicate significant progress in student’s technical abilities, such as construction management and use of materials, as well as interpersonal skills, including communication, resilience and problem solving when facing concrete challenges in the urban environment. Beyond technical development, the process promotes a holistic education by connecting future architects with real community needs, strengthening their ethical commitment and understanding of the local context. These findings are consistent with international experiences and highlight the potential of design-build to address curricular gaps in Ecuadorian architectural education. Although the social impact of the projects is still under evaluation, the results underline the importance of integrating this methodology into local curricula as a means of bridging the gap between academic training and professional practice.