The latest research we conducted involved designing a tool to support the pin-up format, which is used to increase the effectiveness of the presenting/commenting activity as the main activity of project-expositions in architectural education. This research provided clues about the roles that students prefer to have as architects. Being a “Master” who has an extraordinary level of proficiency, skills, or performance in the information age can be stressful for students. We questioned the relationship between self-efficacy and the pin-up format, considering the students’ experiences with project-expositions. To understand the relationship between students’ social intentions, feelings, and the spatial organization during pin-up events, we monitored their emotions and thoughts about presenting their projects through a survey and some random interviews conducted over time. As the stress factor in project-expositions is directly related to the well-being of students, we focused on the emotional aspect of well-being. We were excited to learn that students expect peer-learning from pin-up activities, and that self-efficacy is an outcome of this. The survey was conducted in the Danish context during the Spring semester of 2023. The data collected can be considered informative because the 2nd year students represented a variety of nationalities and genders. This research establishes a strong foundation for asking the question, through the lens of well-being, of how pedagogical approaches in architectural education should be designed to support students in becoming either “Masters” or “self-efficacious architects.”