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Purpose: The present study is an analysis of the extents of class satisfaction of college students who had applied the design thinking technique to capstone design class. Methods: The experimental method involved an analysis of 122 cases of data where advance and post replies were performed for the subject by students who had applied the design thinking technique and students who had not. The students involved had attended the capstone design class as a junior in the Department of Dental Technology at D University. Results: In the satisfaction with performance process of the capstone design class, five questions among nine had a high positive rating, while all eight questions on the satisfaction with performance methods had a high negative rating. Among ten questions on subjective learning outcomes, six showed a high positive rating. After the application of the design thinking class method, all mean values of the group with the application were higher than the group with no application in satisfaction with performance process, satisfaction with performance method, and subjective class outcomes. Hence, the design thinking class did have positive effects on the students’ improvement of class. Conclusion: Based on the results of the study, it is implied that the considerations about diverse class composition methods and operation methods capable of improving the students’ satisfaction are needed for efficient operation of the capstone design class.