This paper demonstrates how Architecture Education worldwide follows certain criteria to ensure that academia improves its educational system in response to the scientific advancement as well as the state's future plans. The paper will also demonstrate how Schools of Architecture in the Arabic/ Islamic countries improve their syllabi independent of each other since their establishment; therefore there is a need to found the Arabian Architecture Accrediting Board (AAAB) that will work towards teaching architecture that will better serve the Arabian culture, climate, and sustainable development especially for that region of the world. Architecture Accrediting Boards in many countries set up guide lines for their educational institutes to ensure creating a unified theme of the state's curricula. In the United Kingdom the Royal Institute of British Architects, RIBA was established in 1834 to guide architecture as a profession. Towards the end of the 1990s individual countries of the European Union have established qualification recognition and a pan European Architecture accreditation. In the United States of America the National Architectural Accrediting Board, NAAB was started in 1932 while in Australia there is the National Architectural Accrediting Board, AACA which took place in 1974. And finally the Commonwealth Association of Architects which was established in 1965 currently validates the certificates of its 35 member states. Those accreditation bodies place a high priority on refurbishing Architecture Curricula in conjunction with modernisation and developing building technologies to better serve a main international goal that is achieving sustainable development in Architecture Industry. Given that achieving sustainable development requires developing better building plans for each country through developing a better educational system. The future of the architectural profession in Arabia calls to rethinking how they educate their students and accredit their schools.