Design education needs to evolve beyond its traditional focus on creatively inclined students. Historically, design offered a practical career for those with artistic talent, emphasizing visual skills like typography and composition. This perception still influences recruitment and student expectations, presenting design as a profession where visual creativity leads to a recognizable career. However, the modern design profession demands more than just artistic ability. As the field has shifted towards digital products, designers are now responsible for research, systems thinking, ethics, and understanding technology. Many students still enter design programs expecting to focus solely on visual output, leading to a disconnect when confronted with these broader responsibilities. The demand is growing for designers proficient in digital interfaces, user behavior, and product strategy, as evidenced by labor statistics and employer hiring trends. Therefore, design education must reconsider its recruitment pitches and admissions processes. Portfolios should showcase problem-solving and reasoning alongside visual work, and recruitment should extend beyond art students to include those from psychology, computer science, and business. Curricula and evaluations should emphasize defending consequential decisions, responding to diverse needs, and demonstrating research and ethical reasoning. Ultimately, design education must prepare students not just to make things, but to understand what should be made, whom it serves, and its broader impact.