Educational institutions have long been incubators for architectural innovation, producing groundbreaking theories and methodologies. By exposing students to the multifaceted challenges of buoyant urbanism, schools of architecture can nurture a new generation of thinkers who prioritise resilience and sustainability in their work. Buoyant urbanism, as a concept and design practice, represents a transformative response to the challenges of climate change, urbanisation and resource scarcity. Accordingly, teaching architecture students about floating structures not only equips them to tackle the emerging urban issues that arise from climate change but also fosters interdisciplinary innovation and societal acceptance of buoyant urbanism. This chapter outlines the approach and content of the architectural design studio that was run in the School of Architecture, University of Queensland in 2022. It argues that integrating buoyant urbanism into architectural education is essential for training new thinkers, advancing the field of research and enhancing public understanding and support for these solutions. The chapter sets out the six architectural paradigms that arise out of the historical development of floating structures and floating cities, and showcases studio participant work resulting in engagement with these paradigms.