An understanding of the theoretical basis of the design learning process, and the resulting partnership between students and teachers in contemporary design studios, is required to optimise learning. Students' learning in the architecture design studio has been widely studied, however the specific activities of students and teachers, and the interpersonal interactions between them, have not been investigated in great depth. This research identifies a complex, nuanced situation, one with three consecutive phases of different learning activities and relationships. An undergraduate architecture program at a large Australian university is analysed using a modified Delphi method to investigate the perceptions of staff and students and achieve convergence upon a shared understanding of how the design learning process unfolds through three distinct phases to support learning.