Building Information Modeling (BIM) continues to transform the discipline of architecture, both in concept and practice, with the promise of streamlining the design and construction process. As opposed to 2-D CAD, 3-D BIM allows for almost limitless opportunities with respect to design, coordination and the sharing of information by architects and their consultants. The abstract nature of 2-D slicing is increasingly being replaced by full 3-D representations, allowing greater participation from stakeholders previously alienated from the building process. Similarly, BIM in architectural education continues to gain acceptance as a tool for demonstrating the comprehensive design abilities of students. 3-D representations of studio work, as opposed to traditional slicing in the form of plan section and elevation, allows for an increased depiction of the various systems employed and in turn a greater understanding of building tectonics and systems integration. While the application of BIM as a comprehensive design tool continues to be utilized, this paper examines where BIM may also serve as a transformative technology and methodology within the architectural curriculum at Montana State University School of Architecture, primarily as a tool for a greater understanding of building materials, assemblies and systems as well as for building systems integration and technical documentation. Through a review of the technical requirements outlined in the NAAB criteria for accredited schools of architecture, of the current curriculum and of the student outcomes over the past 4 semesters, this paper documents the successes and shortcomings of BIM integration in the technical course sequence at MSU. The goal of these investigations is to better understand the pedagogic value of BIM in architectural education specifically in the areas of materials, assemblies and systems integration and better prepare students of architecture to influence the inevitable paradigm shift from 2-D slicing to 3-D integration.