The literature on instructional design argues that curricula, educational materials, and instructional strategies are best created using a systems approach, and models for the systematic design of educational programs have proliferated over the past decade. However, these models are prescriptive and not based on research into how designers actually think when they approach a design task. A summary of theoretical and empirical studies from the fields of art, architecture, and artificial intelligence which were examined for their relevance to instructional designers introduces a study of design activities among 26 novice instructional designers. This study investigated (1) the prevalence of initial generation of multiple design solutions; (2) the basis for acceptance or rejection of candidate solutions; (3) the constraints encountered in executing the design; and (4) how designers knew the design was finished. Results indicated that novice designers have difficulty entertaining multiple possible solutions, especially for more than a few steps into design work. They eliminate alternatives rapidly and are not proficient in representing design problems to themselves or to others. They have trouble determining a reasonable stopping point. This paper includes a 12-item reference list and tables of study data. (Author/LMM)