There is a growing interest in, Design-Based Learning (DBL), a constructivist learning approach where students learn through design activities. Past research has examined extensively how this theoretically motivated learning approach can be implemented in practice. Earlier empirical studies have examined the effectiveness of DBL and have surveyed the attitudes of participating students towards DBL. However, related evidence lacks detail and does not account for how different aspects of DBL support students' learning and how students experience DBL. We report a case study of a DBL course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation. This paper contributes to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL; (b) our awareness of emotions' impact in DBL-related experience; and (c) implications for educators steering DBL activities taking into account the students' feelings.