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This paper proposes a methodology for a research project on developing an instructional framework for building student teacher facility for solving design problems. The approach is derived from three bodies of research: (1) the nature of design problem-solving; (2) the nature of the cognitive representations used in problem-solving; and (3) the effectiveness of instruction in developing problem-solving abilities. The methodology proposes approaches to: (1) mapping the modalities in which design problems and solution strategies are represented by student teachers; (2) designing, implementing and appraising instructional interventions aimed at pressing student teachers into connecting different representational modalities when learning to solve design problems; and (3) synthesising, applying and evaluating an instructional framework for guiding the teaching of design problem-solving.