The problem of teaching and evaluating decision‐making skills in physics is discussed. What is needed is a system which will teach students both (1) how to utilize the techniques of physics to solve open‐ended problems in a creative and disciplined way and (2) an understanding of the role these skills play in the ongoing process of physics. The ’’guided design’’ method of instruction is described and suggested as a solution to the first problem. An application of guided design to a multidisciplinary course is then discussed that offers a possible solution to the second problem.