This opinion piece argues that Design Thinking (DT) can facilitate a more empathetic and student-centred approach to service development and problem-solving in Learning Development (LD). While DT is already established within higher education, we argue it is still underutilised, especially in the context of LD. We start by unpacking the methodologies, tools, and practices that are brought together under the umbrella of DT and address the tensions inherent in adapting processes that have evolved largely out of business. We argue that by bringing the learner-centred values of Learning Development (LD) to the practices of DT, there is ample scope to embrace the creativity, innovation, and collaboration inherent in DT and to develop new LD practices that have the potential to involve learners more fundamentally in developing both our services and the scholarship of LD. It is in this context that DT can have a transformative impact on the practice of LD.