Research has shown that once a potential solution to a problem has settled into one's mind, it can be difficult to break from the original idea and move in a different direction (Cardoso & BadkeSchaub, 2009; Jansson & Smith, 1991). When designers are given examples (whether as models, photographs, sketches, or drawings), they often fixate on those examples and fail to move creatively away (Atilola & Linsey, 2015; Cardoso & Badke-Schaub, 2009). This original-idea fixation can limit a designer's creativity and ability to generate new ideas (Toh, Miller, & Kremer, 2014), as they may use more energy trying to force their original idea into working than they might in developing new and innovative approaches that might produce a better outcome (Hout, 2013). Fixation is not a problem confined to professional designers or adults; rather, idea fixation manifests itself in students of all ages and in a variety of context areas as well (Nicholl & McLellan, 2007). In fact, many classes with problem-based learning and design-oriented opportunities utilize educational practices that may lead students down procedural paths that encourage fixation (McLellan & Nicholl, 2011). For this article, the authors share their experiences with design fixation and offer suggestions to overcome it in students.