This paper deals with the requirements of teaching and learning formats in theory courses in graphic and communication design undergraduate programmes in the context of the specific and diverse skills and expectations of design students at the Macromedia University, Germany. Relevant experiences of applicant profiles and their submissions for the application to a design undergraduate programme predominantly show an interest in visual work and aesthetic topics. Only a few apply with design concepts, analytical designs and narratives or strategic design innovations. This initial situation prompted us to examine different learning formats for theory courses to see how they are received by students and to what extent these formats were helpful in preparing for exams. A specially designed interactive learning tool made available online is the focus of interest. Two preliminary studies, which were completed as surveys by the students after each theory course, show preferences and tendencies in learning. Conclusions can then be drawn for the conceptualisation of design curricula and, in particular, for the design of theoretical content.