Competency in computer software is integral to the profession of landscape architecture, replacing many of the traditional drawing and drafting tools used. This article seeks to capture the current state of software in academia from the perspective of both faculty and students, and to determine if students are achieving the learning levels that faculty are targeting in their courses. Results show that students are attaining faculty’s learning targets, yet students report discontent with the learning process, suggesting that more emphasis is needed to help students understand the role of software in the design process
