The educational landscape allows students to learn in many different ways. As design education promotes and encourages more experiential learning with a “learning by doing” approach, students are encouraged to collaborate, interact meaningfully, and debate over ideas, that mirrors the inner-working in an organization where work happens in teams. While working in groups has its own gain and pains, students get to dive deep into the subject matter and explore more possibilities, whereas groups face problems ranging from improper work distribution, lack of ownership, difficulty in assessment of work, etc. The research aims to study and understand the dynamics of traditional group work within the context of design education in India and the problems faced by the students individually while working in one. Further, the paper proposes and tests a novel framework for fostering collaboration and effective group learning. For the study, the students enrolled in semester 2 of interaction design courses from India were employed and studied. Through quantitative analysis (survey) and qualitative analysis (interviews), this study examines student project groups to garner information (problems faced by the students working in a group, the dynamics, quality, and satisfaction of the individual members) and insights into the group learning process. Through the study and examination of results, a novel framework is proposed for optimizing the group learning process that attempts to solve the problems faced by the students. This proposed framework is analyzed with the same sample of students. Through rigorous analysis of the framework with the help of qualitative analysis (in the form of interviews), the study then refines and solidifies the proposed framework. Finally, the study offers valuable insights into the optimization of dynamics of traditional group work and learning experiences within the group within the design discipline, and consequently, the novel revised framework is proposed.