The question regarding the nature and viability of design as a field of study and an academic discipline has been hotly debated since the early 20th century. The objectives, principles, and methodologies of design education are perhaps more relevant today as designers are increasingly asked to contribute to more complex social and systemic challenges. Despite the increasing level of responsibility being asked of designers, recent research suggests that current design programs lack the appropriate academic breadth, intellectual rigor, and training to graduate successful leaders. This paper explores the challenges, shortcomings, and themes in design education and provides a theoretical framework for overcoming these challenges through design.