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This thesis explores the learning experiences and approaches of students in the school of architecture shaped up by their social class. It also explores the role played by the schools of architecture in the learning of students with diverse social attributes. This study is conducted through an extensive theoretical framework based on literature review encompassing the concepts of cultural capital, habitus, field, institutional habitus, learning experiences and approaches. Students' social class is investigated by examining how it plays a role in their understanding of culture and how it influences their thought process, explored through the concepts of cultural capital and habitus by Bourdieu (1984). Their learning experiences are explored though the understanding of the characteristics of architectural education as a "field" (Bourdieu, 1984), and by seeing how students interact with these. Learning approaches are explored through the concept of learning approaches by Marton and Saljo (1979), and the concept of knowledge codes by Bernstein (2003 b). Whereas the role of the schools of architecture is explored through institutional habitus. Methodology of the study is based on both qualitative and quantitative tools. Data collection for quantitative study is done in 14 architecture schools in Pakistan with a total response of 1330 students. Data collection for qualitative study is done in 10 architecture schools in Pakistan through semi-structure interviews with 44 students. The findings suggest that students' social class has a profound impact on their learning experiences and approaches. Students with high cultural capital and cultivated habitus are found to have a positive learning experiences in the schools of architecture. They adopt deep learning approaches, whereas most students with low cultural capital and oblivious habitus adopt surface learning approaches. Quality of early education dictated by social class in Pakistan is the biggest factor shaping learning experiences and approaches. Moreover, architecture schools that practice social inclusion and critical pedagogy are creating a constructive learning environment for students.