CAPSTONE is an inclusive end-of-career course that sums up the competencies developed in previous courses of a curriculum by carrying out an inclusive project of a real problem, the present work aims to describe the experience developed in the Software Engineering Project 2 course of the Professional School of Systems Engineering (EPIS) of the National University of San Agustín de Arequipa (UNSA), conducting the project fair where students show the results of the course involved in Capstone. A sequence of activities is proposed that contribute to the success of integrative projects by involving the Project-Based Learning (ABPr) methodology. As results, the execution of the proposed sequence of activities was to exceed the expected value for the student's results, also improved the performance of students in the application of techniques, methods and methodologies that the course involves, in addition to improving the communication skills of the students evidenced at the project fair with the elaboration of an article and a poster for its presentation. It is concluded that structuring the development of the course activities based on the PMI's guidance in line with the student's criteria and results of the ABET accreditation model brings to fruition the achievement of the objectives of the course and of fulfilling the purpose of the Capstone course managing to cement the skills, skills and skills in the professional training of the student.