Design-based learning is often promoted as a way for students to practice the skills essential for their future success; however, little research in this area has been conducted in the field of dance. One aim of this research is to contribute to the literature by examining the process through which undergraduate students from multiple disciplines come together to solve an innovative design challenge within a choreography course. The major assignment required students to express an issue of concern in their discipline, life, or worldwide through the synthesis of dance, music, visuals, text, and technology into three- to four-minute digital choreography. The researchers conducted qualitative data analysis of artifacts, and in-class discussions of the final presentations. The goal was to determine the extent to which students utilized the design process in their work and to identify ways to enhance the course implementation for future iterations.