This chapter explores how opportunities for design thinking can be injected during foundational skills training that tends to be highly process-based. In this context, over-emphasis on procedures and expert demonstration can often perpetuate mimetic learning experiences at the studio, obliterating the fact that design thinking is tightly inter-related with design tasks and contexts. Complex learning is an instructional method for supporting the learning of integrated tasks. This chapter outlines how foundational skills learning can be enhanced as complex learning of integrated tasks through using the Four-Component Instructional Design (4C/ID) model to create and sequence authentic design tasks and learning supports.The first Case in Point exemplifies how the 4C/ID process was used to help fashion students apply visual thinking theories to the creation of fashion presentation boards. The second case illustrates how early design students could start developing design thinking through ‘design sensibility’ as they learn software programmes like Adobe Photoshop, Illustrator, and 3D Sketchup.