The social nature of design education provides an interesting forum when investigating characteristics that are embedded in the designing of products. This paper illustrates one aspect of an ongoing research investigation of industrial design students, their educational context, and the products that are designed. Two case studies are highlighted in this paper, with each investigating the 'explicitly taught' information learned in the student's educational context, and 'implicitly present' information that has been gained throughout the student's life. Case study 1 uses questionnaire and informal interview procedures, and case study 2 uses a multi-method approach with a variety of collection mechanisms (i.e. video taping, photography, sketch book reviewing) documenting an eight-week design project. Insights are hereby gained into the social and cultural forces that influence the 'scripting' of designed products, which it is envisaged, will provide a more holistic understanding of the design process, design culture, and the education and socialisation of design students.