Design for additive manufacturing (DfAM) education tends to emphasize the use of problem-based learning (PBL) to encourage student learning. Unfortunately, dedicated DfAM education is still nascent, which results in a wide range of educators leveraging an equally wide, and often unproven, range of design challenges to support PBL. Because of this, it is possible that a chosen design challenge will not represent AM as an end-use manufacturing process nor promote a design space that benefits from full consideration of all opportunistic and restrictive DfAM concepts. In this paper, the author draws on lessons learned from years of DfAM-centric coursework at both the undergraduate and graduate levels to enumerate the need for three key aspects for a successful DfAM challenge in education: clarity, applicability, and demonstrability. In doing so, the author discusses and defends a comprehensive design challenge that is suitable across the range of AM education: a golf putter.