Computer-aided design (CAD) tools are widely used in the urban planning process, giving planners the ability to generate urban contexts and many scenarios for future development. However, debate is ongoing regarding the effects of CAD tools on student learning and the reliability of the cluster of assumptions that usually come with them. This article aims to examine whether CityCAD can be an effective tool for achieving learning objectives related to critical thinking, problem-solving, and creativity in the urban planning discipline. This research also examines whether the software influences students' interest in planning and affects students' perceptions of the discipline. Using instructor observations, students' projects, and surveys, we find that using CityCAD in education can achieve learning objectives, increase students' interest, and enhance the perception of planning as a more creative field. The results have implications for instruction, student recruitment, and perceptions of the field.