This paper draws parallels between the introduction of rapid prototyping and additive manufacturing into the product design academic curriculum and the development of creative learning using CNC routering and laser cutting technologies. It contrasts 'top down' learning and 'bottom up' learning strategies in designing for CNC routering and laser cutting technologies, gives examples of staged learning and linked learning for theory and practice at different design education levels and reviews related industry / education initiatives. Specific examples of design students' project work using CNC routering and laser cutting technologies are discussed and inform recommendations to support the development of creative learning opportunities for higher education that respond to the academic imperative whilst providing a spectrum of design thinking approaches for the future innovative use of rapid prototyping and additive manufacturing. Challenges for design education in the development of this curriculum are identified and reviewed. In addition to direct student learning strategies, strategies for supporting professional development for product design academics to facilitate the innovative use of rapid prototyping and additive manufacturing technologies in creative academic programs are discussed to improve the potential of future product design professionals to be equally