In 2013, the Next Generation Science Standards tasked science teachers to include more engineering processes in their instruction. Design thinking is one way this has been accomplished over the last decade, but other engineering characteristics might have an influence on how learners thinking through the design process. Using a pretest-posttest, mixed methods design, this study sought to find a connection of learner self-perception of visuospatial reasoning with their design thinking while design and developing a mixed reality Serious Educational Game. Wilcoxon Signed Rank Tests suggested asymptotic significance (p<0.05) for visuospatial self-efficacy on rotation and symmetry, implicit visuospatial skill use on real life tasks, importance of design, engineering, and technology, and stereotypical characteristics of engineering. Qualitative analysis of weekly journals illustrated when elements of design thinking were most articulated through the game design and development process. The study concludes with a discussion of the connection of which elements of visuospatial self-efficacy map to the elements of design thinking.