This chapter explores the place of design learning in higher education. It pays particular attention to the location of and research into design in higher education. In the light of design’s evolution, it suggests that, whilst design within higher education is not in crisis, the research-teaching nexus as it currently plays out in Anglophone university sectors requires improvement. Drawing on art and design higher educational literature, it outlines four core outcomes to design education as: sophisticated visual literacy, fluency in overall and sub-disciplinary materiality, ambiguity management, and social interactionism. In so doing, it acknowledges that common educational research methods are not yet rigorous enough to capture the multidimensional nature of design’s learning and teaching regimes. It concludes by establishing a set of priorities for design education research.