According to Vande Zande (2007), understanding the Design Process can help students become stronger critical thinkers. With this in mind, Andrew Watson decided to undertake an observational case study in which he focused directly on Design Thinking and addressed it more intentionally in his teaching. The hope was to understand how students saw Design Thinking and to ascertain whether they found it relevant to their lives both within and outside of the art room. The research that is described in this article was conducted as part of the author's Master of Arts in Art Education degree from the Maryland Institute College of Art (MICA).