This paper explores the development of and enhancement of the learner journey process in Glasgow School of Art, Scotland’s only small specialist institution for art, design and architecture through a process of co-creation. This paper begins with a discussion of approaches to co-creation and the application of design thinking (Sanders and Stappers, 2008). The discussion reveals aspects of these approaches which enhance co-creation and peer to peer facilitation using the cognitive characteristics of design thinking (Oxman, 1999 & 2004). This project is an extension of the inclusive process used in the development of the current strategic plan. Having experienced the benefits of the co-creative approach, this study built on the learning previously generated and drew on the direct involvement of key stakeholders: staff, students, and external stakeholders. The result is a holistic approach to the exploration of the existing learner journey, through multiple perspectives. This approach facilitated the identification of the highlights where it is most effective, as well as the issues and challenges that impede a positive individual experience. The study also examined the institutional infrastructure that supports the learner journey. The combined outputs have led to a number of enhancement projects currently underway. The paper concludes with suggestions for further development in other Higher Education contexts.