The aim of this study was to describe teachers’ perceptions of competence in service design thinking in higher education in Finland. The data were collected with a questionnaire from 172 teachers of universities of applied sciences in Finland. Over half of the respondents were from the social and health care sector. The findings showed that half of the teachers knew well or very well what service design thinking is. The service design competence of higher education teachers in the field plays a decisive role in how well teacher support students’ service design learning and utilization once they enter the workforce. According to the respondents’ estimate, service design thinking is still little utilized in higher education curricula. In the future, this finding should be taken into consideration when developing higher education.