Design methodology (DM) is defined by the procedural path, expressed in design models, and techniques or methods used to untangle the various activities within a design model. Design education in universities is mainly based on descriptive design models. Much knowledge and organization have been built into DM to facilitate design teaching. However, the present paper points out that the current practice of handling the front-end phase of design by starting with an assigned problem is a weakness in design teaching. It is proposed to enhance this phase by considering problem conception as an activity. Students should be trained how to generate or create product opportunities in addition to developing them into products. Several techniques of teaching this "new" activity are outlined in the paper. It is concluded that this approach will create designers who are total innovators rather than just product developers, which is in line with today's business competitive world. (Contains 3 figures and 2 tables.)