Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post-secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to reorient student's conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post-secondary classroom has a positive impact on the development of a student's self-reported failure tolerance and may change the way that failure is attributed and framed in students' descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.