Managing the complexity of building-related information has shown drastic changes as a result of utilizing computational-based approaches. The Architec-ture, Engineering, and Construction (AEC) industry has seen a remarkable change using new platforms such as Building Information Modeling (BIM). Consequently, embedding these platforms in architecture pedagogy is seen as a direct reflection of this increasing need. 
This paper aims to effectively determine the guideline strategies that are needed by the whole BIM educational process stakeholders; colleges, instructors, stu-dents, and the AEC sector to develop the BIM embedding process in Architecture pedagogy in Alexandrian Universities.
This paper discusses approaches used to embed BIM in architecture curricula. It analyses several leading experiences showing their embedding strategies, stages of implementation, and their drawbacks. It uses these worldwide experiences to benchmark the way BIM is embedded in two schools of architecture in Alexan-dria, Egypt. It correlates between the way BIM is embedded in Architecture pedagogy and students' and instructors' feedback concerning the working do-main. However, the findings of this paper draw a framework for embedding BIM in Architectural pedagogy concerning both local conditions and expertise ex-pected to be gained to face industry challenges.
Several implementation approaches were studied to develop a solid survey that targets students graduated from Alexandrian Universities who benefited from a previous BIM-related course in their undergraduate studies, to inquire about the BIM implementation strategies adopted at college. To examine how this process affected the respondents in their careers, their opinions and recommendations about the best implementation strategies were taken into consideration.