The Fourth Industrial Revolution is described as the reshaping of manufacturing using advanced technology, the improved use of robotics, augmented and virtual reality, mining of data and data analytics, biotechnology, and the increased ability to transform three-dimensional images into the physical world. The exponential rate at which these technological changes are occurring is adding to an ill-defined complexity of problems, creating an urgency for a workforce globally and nationally that can respond. The current traditional linear model of education is failing students by not providing the innovative learning environments needed to acquire the technological, work, socioemotional, and civic skills necessary for students to effectively engage in this complex work and community environment. Design thinking is one innovative pedagogical approach that may provide a learning environment for students to gain the skills necessary to engage in the Fourth Industrial Revolution. The purpose of this study was to examine the use of design thinking in a seventh-grade technology-education classroom to determine. A qualitative case-study methodology was used to explore the pedagogical approach, detect the presence or absence of core elements of design thinking, and observe benefits or limitations. The Stanford Design School model of design thinking was implemented as a conceptual model for observation and data analysis. Study results provide a detailed example of design-thinking integration in a K-12 classroom. Additionally, the data supported varied evidence of the presence of design-thinking stages. Consideration of the benefits and limitations of design thinking on teacher instruction and student learning emerged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]