One of the keys for a successful education system is providing schools with the opportunity to create and implement their own learning systems. Schools can create student-centered learning environment considering socio-cultural characteristics of their society, individual differences and needs of students in condition of protecting and teaching those national values which created schools themselves. Instructional design models allow this process to proceed systematically. In other words, the work of teachers within the framework of the model determined in the journey of becoming a designer teacher provides a diverse integrity. UbD allows to enrich the curriculum that should be implemented in an educational institution and evaluate the effectiveness of the prepared designs. In the design process, it is important for teachers to analyze the existing resources correctly, establish a correct relationship between the existing and what is needed, plan accordingly, evaluate the application and the result and determine the new road map. When the subject is taken from this point of view, the teacher is not the person who plays the ready-made scenario presented to him in his class like an extra, but the only playmaker who writes the scenario himself according to his classroom climate and dynamics, plays that scenario with his students and evaluates the results that come up later. This panel focuses on the transformation journey to the designer teacher and how the instructional design model named UbD can be used as a tool in this process.