Design education is at the focal point of research in design. Creativity, empathy, and critical thinking are the fundamental skills imbibed in students through design education. This study focuses on assessing the development of these skills in the undergraduate design students. Specifically, we aim to empirically measure the levels of critical thinking, empathy, and creativity in the educational journey of a design student. We employed mixed methods approach and involved both students and the faculty members from a design school in Mumbai, India. Two student groups, one in the first-year and another in the senior-year, self-assessed themselves using three different open-sourced and reliable instruments, each to measure one specific skill. Additionally, three experienced faculty members were interviewed to understand their opinions on the skill development of students during the four years of their undergrad design education. Our findings inform that critical thinking skills improve from the first to senior-year, and a significant increase in empathy is also detected. However, creativity scores marginally drop in the senior-year. The study lays emphasis on the need to continuously assess the development of design skills in students. The findings of the study provide useful insights for the curriculum design. Though the study is limited to one design school, the methodology can be expanded to other design schools.