This is the fourth and final installment in a series of articles presenting a new outlook on the methods of instructional design. These articles examine the nature of the process of instructional design and are meant to stimulate discussion about the roles of designers in the fields of instructional design, the learning sciences, and interaction design. In this article, the authors provide an authentic narrative and critique of real-world design problems addressed through practical integration of the four roles and perspectives of Role-Based Design, in addition to an outside exploration and commentary on the framework. The article concludes by reframing Role-Based Design as a contemporary perspective for evaluation of design. (Contains 1 figure.)