This poster presents a teacher design process model. The model is empirically derived from research that investigated the design work of Australia university teachers. The dataset comprised detailed interviews from 30 teachers from 16 Australian universities about how they undertook their design work when designing new units and/or redesigning existing units. The findings characterise the design process as a top-down, breadth-first approach, which is iterative, and is conducted prior, during and after a unit’s implementation. The significance of this model is that it illustrates a process that has been under-researched and thus provides important insights into how university teachers could be better supported in their design work. Implications from this work are discussed and ideas for future research are presented.