Tacit knowledge, as it is well-known, is inherent and embedded in the act of design. Yet, it is this intrinsic nature that makes it challenging to articulate and acquire in design education. Spatial understanding as a component to tacit knowledge in interior design is an area that is not fully investigated. This explorative research aims to study interior design students’ process of tacit knowledge acquisition in the context of the interior design studio. Constructivist theories were applied to obtain a holistic understanding of tacit knowledge construction through three perspectives of teaching, learning and studio interactions. The position of design as a dialogue, and Donald Schon’s reflective Practice theory served asa basis for the inquiry.