Design education is a field that requires technical training based on knowledge, and the interaction between instructors and learners is very important. In this study, the actual status of learning experiences of field-dependent and field-independent learners was analyzed according to the instructor's teaching type in the practice-oriented design curriculum. Among the first and second graders who experienced design education classes, the study subjects were selected by referring to the students who showed learning achievement within the top 10%. In-depth interviews were conducted using phenomenological research methods, and 24 revealed topics and 7 categorized topics were derived through interviews with research participants. As a result of the study, it was analyzed that the field-independent learners felt satisfied with the relationship-based on teaching guidance instructor, and the field-dependent learner felt satisfied with the relationship-based on teaching guidance instructor. However, it was confirmed that negative effects occurred both when task-based on teaching guidance type was provided to the field-independent learners , when relationship-based on teaching guidance type, was provided to the field-dependent learner in design classes. In conclusion, for the learner's positive learning experience in design education, the instructor's flexible teaching type should be selected and provided according to the learner's cognitive style.