Over the past decade, a handful of researchers have studied the most important skills for becoming an effective instructional designer (Kenny, Zhang, Schwier, & Campbell, 2014; Lowenthal, Wilson, & Dunlap, 2010; Ritzhaupt, Martin, & Daniels, 2010; Sugar, Brown, Daniels, & Hoard, 2011; Sugar et al., 2012). While nearly all employers indicate the need for specific instructional design skills and knowledge (e.g., ADDIE, ID models), many of the most requested skills are neither technical nor theoretical, but instead include social skills such as creativity, teamwork, and communication. For example, collaboration was the second most requested skill of instructional design job postings in Sugar et al.'s (2012) findings, while communication skills was the third most requested ability. In a Delphi study of instructional designers in higher education, communication and social skills were the first and second most important skills, respectively (Sugar et al., 2011). In this chapter, we discuss how a studio-based approach to instruction may foster such skills. [For the complete volume, "Educational Media and Technology Yearbook, Volume 39," see ED594284.]