Academicians play a pivotal role in the growth of students and their potential as future professionals. Design pedagogy is a field of intangible equations overpowering the tangible elements of learning outcomes. The precedent set for the design studio pedagogies is insubstantial compared to the theoretical domains of a fully rounded architecture education. This study delves deep into understanding the gap between what academicians know and the gap that is observed before they start their careers in academia. Stakeholders in the architecture education system and resources providing information for academicians were first collected and collated to understand the various parameters required to successfully teach a course. The parameters mentioned were all carefully curated to categorically understand the gap. Surveys, interviews, and data collection on existing literature helped in the development of this particular research. Round table sessions with early career academicians were conducted, and the findings were discussed with experienced educators in the architecture field to help identify the gap and learnings. The findings will help in bridging the particular gap between stakeholders, available literature and the academicians. This will provide solutions to induct or orient novel academicians and prepare them as they start their careers, helping to bring about better learning and behavioral outcomes among design students.