This paper focuses on a pedagogic pilot program aiming to integrate health-related issues into the architectural and urban design studio. The paper first sets out the context in which this test curriculum took place as part of the AE&CC Master of Architecture program (Architecture, Environment & Cultures Constructives) at Grenoble School of Architecture. It then provides a critical analysis of learning outcomes, which were revealed through a series of interviews with six students and three teachers. Pedagogical outputs are illustrated through a selection of student work. The broad theoretical framework used as a basis for this research is the revised Bloom’s taxonomy of educational objectives, produced by Anderson and colleagues (Anderson et al., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, 2001). The paper concludes with an identification of challenges for the further development of health-based approaches in urban and architectural design education.