This study profiled the thinking style preferences of undergraduate interior design students to assess their propensity for employing a wide range of thinking processes. Do interior design students comfortably adapt their thinking across styles or do more entrenched patterns exist within the population? The Herrmann Brain Dominance Instrument was administered to 81 undergraduate interior design students from two programs accredited by the Council for Interior Design Accreditation. Findings indicated that interior design students prefer conceptual, integrative, and expressive modes of thinking but may overlook or avoid analytical, critical, and logical modes. Adaptability between modes of thinking was consistent with normative populations. Educational implications and curricular strategies are discussed.
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