In this chapter we build on our previous work (see Chap. 6 ), which has shown how teachers demonstrate design thinking characteristics, to explore teacher design practices that reflect expert design thinking. Expertise develops over time with deliberate practice. In terms of design thinking, which is an analytic, creative and iterative ‘problem-to-solution’ cognitive approach, expert design thinkers demonstrate ways of thinking when they do design work such as drawing on previous experiences, engaging in top-down, breadth-first design, inventing design problems, and abstracting. Our research has identified that teachers demonstrate expert design thinking like expert designers in other design professions. Through a qualitative multi-phase study of 32 Australian primary school teachers (17 experienced, 15 early career), we looked for evidence of expert design thinking from our participants as they planned and implemented their teaching programs. We revealed an interesting finding: expert design thinking was evident in both experienced and early career teacher participants; more so for the experienced teacher participants (as would be expected). We conclude the chapter by discussing how conceptualising teachers as designers represents a strengths-based approach for teacher development, particularly for early career teachers to build their design thinking capacity as they grow their teaching expertise.