Many recent studies have focused on feature creep in professional design. However, although feature creep has received relatively little attention in student design works, feature creep does occur in design class. This study aims to gain a deeper understanding of feature creep in the work of design students through interviews with students, professors and teaching assistants (TAs). We present the results of our interviews on feature creep in design education, including its causes, strategies to avoid problems it causes, and a method of teaching students how to avoid it. Our results also show the necessity of educational guidance for dealing with feature creep. Based on our results, we formulate design implications for guiding more effective education to avoid feature creep problems.