Over the last two decades, literature emphasized the missing link between architecture education and professional practice. On the one hand and with an eye on the built environment as a product of practice, the education preparing for this practice is questioned; whilst on the other hand - the built environment witnesses the loss of integrity of our profession, provoking more questions on architectural education and its credibility. Similarly, several writings acknowledged that the architect's fundamental responsibility was an ethical one; which is to create environmentally responsive designs, creating connections between people and aspects of place. A matter that demands a deep understanding of a set of perceptual and analytical abilities pertaining to ecological wisdom and practical means essential to create things that would fit a triplet system of social, economic and environmental attributes. Such understanding not only nurtures the values that would promote new architectural ethics but also consents that a shift towards sustainable thinking in education is urgently needed. Evenly, sustainability as a concept has become the focus of architectural education worldwide; it has much more to do with the supreme and foremost objectives of design education. Given the above, practice as actual deeds and education as "thought-provoking conceptualizations" both are the foundation of this paper. They tackle the relationship between architecture education and practice on the one side, and the relationship between practice and sustainability on the other side. The requirements of practice of conceptualizations and trainings offered by architectural education were questioned. Based on that, a question of how far does our local practice work towards sustainable design was examined. The paper argued that literal cooperation and participation between academic and practical expertise was essential to incorporate sustainability concepts within the educational process. Given that integrating sustainable concept in methods of architecture education depended not only on acute understanding of such concepts, but it relied also on it's linking with the reality of practicing design. For that, the paper was structured in two parts: A content analysis of research tackling sustainability concepts, to elect values governing such concepts, and thus, implicate them in content and methodology of architecture educational programs. Then, a field study among a number of design bureaus investigated basic mores governing the process of practice. Tools for data gathering employed a questionnaire to examine practitioners' beliefs and visions towards issues of sustainability and design education. In lights of both studies, a deduction of a group of considerations contributed to the elaboration of a workable approach to link architectural (education and practice) in order to move the profession towards sustainability. That, in turn, would indisputably augment the ability of future architects for creating a sustainable architecture and urban context.
