This paper has emerged out of the author's life-long passion for Design and Technology (D&T), which she will refer to as D&T from now on, her on-going research which has informed her practice as a teacher of D&T in England over the past 45 years, and in particular her practice as a trainer of D&T teachers for the past 20 years. In this paper, the author has taken the conference theme and she will discuss the problems she sees in meeting the challenge inherent in the conference strapline "D&T--A platform for Success". She will not be referring to the subject as a whole but homing in on one aspect that she, and many others (e.g. Barlex & Rutland, 2003; 2004; Baynes, 2009; Nicholl, McLellen & Kotob, 2007; Welch, 2007) consider is very important--the activity of "designing". Firstly using references from relevant literature and her own research, she will examine the importance of, and difficulties inherent in designing within D&T. She will consider certain aspects of a teacher's understanding of designing and thereby pupils' understanding of and ability to successfully carry out the activity. She will describe the difference between physical skills and conceptual tools required whilst designing. She will discuss the differences between subject knowledge, pedagogical knowledge and personal subject constructs pertinent to this topic and the timeframe available for the training of teachers of D&T. This will lead her into a discussion concerning research she has undertaken and her conclusions regarding designing, and meeting the challenge of "D&T--A Platform for Success". (Contains 4 tables and 3 figures.)