Student affairs professionals have often relied on the professional development of staff rather than innovative design approaches to fulfill the challenge of creating programs, services, and activities that serve today's global and multicultural students. In this article, Jordan Harper and Adrianna Kezar introduce Liberatory Design Thinking (LDT) as a conceptual frame for student affairs educators to design programs that reflect students' dynamic and changing lived experience. This article relies on the idea that ensuring students have a voice and an agentic experience is imperative and beneficial for students' development. In adopting LDT, designers engage in a more equitable and purposeful design process that, in turn, creates a more thoughtful product. LDT suggests that if designers are not aware of the biases brought to design, they run the risk of reproducing damaging power relationships and inequities. This article describes the two modes of thinking that are the start of the liberatory design process and the six phases that follow. Finally, a fictive example is provided to demonstrate how LDT can be used on campuses to improve programming. In the end, the social and institutional change that LDT provides fundamentally reconfigures the academic environments that students occupy, making them feel part of their community by lifting and allowing their voices to democratically influence how they engage in the multitude of extra and cocurricular opportunities on their respective campuses.