Creativity is defined as the process of creation through new as well as original thoughts. Young children can express their creativity with effortless freedom. Play and creative expression, whether done through role-playing, drawing, visualization, or other means, are crucial to a child’s growth. Consequently, toward the culmination of their journey through the school education system, students find themselves well-equipped with an array of knowledge and skills but with fewer opportunities to discover novel solutions to the challenges that arise in the real world. The public education system is one of the primary options for millions in India. Ambedkar School of Specialized Excellence (ASOSE) schools are the Delhi Government’s flagship schools in Delhi, the capital, and one of the largest urban agglomerations in India. This research, through the qualitative studies carried out in the ASOSE schools in Delhi as case study, investigates how design thinking in schools affects students’ creative thinking and problem-solving abilities. In contrast to conventional teaching methods, design thinking, and ideation as an approach focus less on theoretical knowledge but rather on practical knowledge, which one acquires through the practice of doing and investigating. Additionally, new media tools that offer a multi-dimensional learning approach provide the experiential learning component. The analysis of this study reaffirms and gives an insight into innovative solutions that do not only require technical skills but also an approach to being creative and developing a way of solving problems in the real world. This study considers that design education acts as an impetus in the process of design-driven transformation for the future of the nation. Therefore, this paper provides an overview of design thinking in the public education system in urban centers of India and thus specifically discusses findings, insights gained, and recommendations on how to implement the study at large.