This paper investigates the extent to which participants in a professional learning (PL) program learned and implemented design thinking principles within their instruction. In 2022, 17 educators from the northern Virginia region were recruited to an NSF-funded PL fellowship, including K-12 teachers, post-secondary faculty, and public librarians. During the project, fellows completed 20 hours of design thinking PL, practiced teaching at digital fabrication summer camps for elementary and middle school youth and developed and implemented a lesson plan that integrated design thinking into their subject area. Data sources included surveys, teacher-generated lesson plans, and lesson reflections. A mixed methods approach was used for data analysis.