Fashion design education, grounded in the broader field of design education, is situated at the intersection of artistic creation and technical production. The significance, adequacy, and impact of pattern-making courses within fashion design education, particularly in terms of their relevance to students and designers, constitute the core problem, subject, and scope of this research. This qualitative study employs document analysis, content analysis, and descriptive analysis to examine the pattern-making courses included in the curricula of undergraduate programs in Fashion Design and Textile and Fashion Design in Türkiye. Interviews were conducted with designers working in various companies and students enrolled in faculties, selected through purposive sampling. The transcriptions of these interviews were analyzed using the MAXQDA software, and a descriptive analysis was performed. The findings reveal that a substantial portion of undergraduate fashion design programs do not allocate sufficient space or priority to pattern-making education. It was observed that designers benefit significantly from the pattern-making knowledge acquired during their education and strive to further develop these skills in their professional lives. Moreover, fashion design students demonstrate a high level of awareness regarding pattern-making education and express a desire to learn it through practice-oriented methods that align with contemporary industry standards, in order to realize their designs and prepare for professional careers.