Industrial Designers need to understand and command a number of modelling techniques to communicate their ideas to themselves and others. Verbal explanations, sketches, engineering drawings, computer aided design (CAD) models and physical prototypes are the most commonly used communication techniques. Within design, unlike some disciplines, visualisation tools, whether 2D or 3D, are an essential part of the communication process, particularly with clients. Many of these tools have modelling techniques at their heart. Students first encounter these techniques at school, typically as part of their Design and Technology education, where they tend to be delivered as part of a linear design process with project work progressing through the techniques one after the other. This rather artificial way of working is driven more by the need for assessment than a desire to reflect professional practise. As such, many students enter higher education with a limited view of how these techniques should be used in combination. In addition, the range of modelling techniques presents a steep learning curve for the students at the beginning of their studies. To continue to treat them as stand-alone tools with no integration between them merely adds to the difficulty. The authors report on efforts at Loughborough Design School (LDS) to provide an easier route to mastering these modelling techniques and using them to support each other. (Contains 3 figures.)