Agile software development is a popular methodology for software development, with methodologies like Scrum playing a pivotal role in project management. This thesis embarks on a comparative journey, comparing a capstone course in agile software project management against the educational guidelines of Barr. The focus is on methodologies and educational outcomes, aiming to discern parallels and distinctions between theory and practice.

Through a comparative analysis, the study delves into the pedagogical strategies, learning outcomes, and challenges associated with the capstone course offered at Jönköping University in contrast to Barr's guidelines outlined in his work on software engineering education.

In conclusion, it is found that the studied course is effective in several key areas such as project-based learning, Teaching Scrum, and soft skills. Inefficiencies and misalignments with Barr’s educational guidelines were also found such as a lack of research-based learning and an inconsistent focus on large code bases.