This qualitative study addresses the design studio learning experiences of fifth-year architectural students, from their first year to their fourth year. It discusses the descriptions that architecture students give to the learning experiences, describes the perceptions that design students have of their learning experiences, and illuminates the outcomes of these learning experiences. The findings show that the students described their learning experiences as interrelational, perceived the experiences as transitional, and felt that their learning experiences aided in the production of outcomes. The findings were viewed within social constructivist and constructionist viewpoints and were contingent on Chickering and Reisser's model of student development. Since studio culture is generated partially by a student culture that encompasses interaction, these learning experiences are also affected by interaction. This study explores the meaning students make of their learning experiences in the design studio, which are affected by this interaction.