Three variables play a key role in architectural design education: the studio environment, style of teaching and studio management, and the type of interaction between the instructor and his/her student. As a contribution towards improving the quality of design education, this study aims at evaluating these three variables as well as identifying the most influential factors on the design grading system. The study adopts a descriptive and analytical approach, including a large scale survey questionnaire of 36 instructors and 380 students of various studio levels in the Department of Architecture at King Saud University, in Saudi Arabia, as well as observations of studio behavior and interviews with some of the participants. Recommendations call for the importance of reviewing the style of teaching and management in design studio to meet the objectives of architectural education. Several suggestions for improvement are presented. The most prominent ones are differentiating between studio levels in terms of teaching style, splitting the large studios into more than one section to increase the interaction time, providing intensive lectures, introducing elective design workshops dealing with similar design cases, and providing a qualified teaching assistant in addition to the design instructor.