Significant government policies aimed at making India, a manufacturing hub and further, a self-reliant nation have given rise to several product companies. Several of these are in the internet-start-up space. These are stimulating the demand for design services and this continues to be on the rise in India and designers are required in more numbers than those who graduate annually. Graduate numbers from higher education institutes (HEI) under the Government of India (GoI) are significantly less than those in the private system. Several issues arise from the need to scale up sooner, whilst also maintaining quality and keeping design education relevant to the times. Amidst these several issues, it is necessary to not lose focus on the students’ design educational experience. This becomes more important when design education is underlined to be very relevant and important for innovating systemic transitions to sustainable ways at the scale and urgency required. As a design student-centric view is seldom taken, this article empathizes with the design student, also from being a prospective design student to start with, as a user of the design education system, and emphasizes scoping the problem across aspects of the student life- cycle. Problem scoping this way enables systematic identification of issues, opportunities, and prioritization of interventions. This sets the context problem definitions and provides well for an informed discussion on the future of design education or the design of design education.