Historical investigation anchors architectural and urban practice. Analyzing two sets of questionnaires distributed in different class settings, this paper explores two questions: how do design students currently learn about architectural history, and how do they translate this knowledge into their design practice? First, tentative conclusions are that (1) physical engagement with buildings outside the classroom is an important inspiration for the students, (2) (assigned) books definitely influence their (design) thinking, (3) different types of pedagogy--lecture, seminar, thesis, studio--affect student learning in different and complementary ways, and (4) students overwhelmingly see history as a relevant preparation and foundation for design, but this understanding is implicit and often unspecific.