Sustainability is pivotal in human endeavours and education has played an important role in ensuring the attainment of sustainable development. Experiential learning has been recognised as viable in achieving sustainability in education leading to the promotion of practical experiences and activities. The importance of experiential learning and practical application in higher education cannot be overemphasized, especially in technical fields of study such as Computer Science. The Final Year Project is one of the ways of making experiential learning possible. The Final Year Project is pivotal in shaping students’ academic and professional growth. However, the unique context of reflecting on teaching and learning prompted the study of the adapted methods used in teaching, learning and coordinating the final year projects to aid possible improvements that foster inclusive and impactful learning for students. Through a collaborative self-reflective study of the practices and experiences involved in teaching, learning, and coordinating final year projects by two academic staff, this study employed the use of Gibbs reflective cycle as the guiding methodology to offer insight into the challenges faced, strategies employed, and lessons learned in the context of a rural university in South Africa. The reflections highlight benefits such as enhanced student engagement and problem-solving skills. These insights provide practical strategies for instructors to better support students and improve Final Year Project outcomes, especially in resource-constrained settings.