The quality of classroom learning atmosphere is an important dimension that affects the teaching quality of vocational education. This study aims to investigate whether there is a statistical difference in the classroom learning atmosphere enhancement after the application of design thinking in teaching. This study was carried out in Beijing Polytechnic. 90 students were selected by systematic random sampling method, and 88 questionnaires were returned and collected. To test the application of design thinking in teaching results, paired sample t test was used to demonstrate whether there were statistical differences in classroom learning atmosphere before and after applying design thinking to teaching. The results show that design thinking plays an active role in improving the classroom learning atmosphere in higher vocational college.