Designing a learning experience is too often treated as a workflow task rather than a relational practice. It becomes about moving content online, checking accessibility boxes, or aligning outcomes to rubrics. In the process, design can become transactional. But course design is, at its core, an act of care. Care is the everyday practice of meeting people where they are and responding with compassion and support. It is the intentional work of helping others thrive. Designing with care means anticipating needs, reducing barriers, and creating environments where both faculty and students feel seen and supported. When care is centered, design becomes relational: designers partner with faculty, and faculty design with students’ humanity in mind. This article examines how care shapes the designer–faculty relationship and how that care extends into faculty and student experiences.