Educators have become increasingly concerned about the need to equip students with the kind of 'knowledge-in- action' that enables creative problem-solving. We address the question of what kind of pedagogy enables students in Design and Technology to become creative problem-solvers. Research into learning advocates a central role for problem-solving activity, with two distinct educational aims. Problem-solving is seen as: á a means to construct conceptual meaning á a process of enculturation into a domain. The link between problem-solving and creativity also has two aspects: á perceiving a problem is a creative act of an agentive mind á in seeking solutions, students improve their own practice. Comparative analysis of two research projects considers features of effective practice, the nature of tasks and the learning opportunities they offer. We argue that a pedagogy allowing a central role to creative problem-solving can be achieved, but not without challenging the definition of the domain and its assessment.