Three clicks to user value
Redesigning onboarding to drive brand ownership and seller activation
Figma
Claude
Sigma & Heap
90%
Increase in Brand and domain set-up
10%
Increase in seller activation*
45%
Reduction in brand and domain set-up related support tickets
*Activation at Teachable is defined by a scoring model: a school is considered activated once it reaches a 60-point threshold across a defined sequence of early behaviors, including domain and branding customization.
EXISTING ONBOARDING PROBLEM
Onboarding required a lengthy intake form followed by a five step course creation flow before creators saw any value specific to their business.
The intake form asked a long list of generic questions upfront. It fed directly into an equally long course creation sequence, separate screens for course details, thumbnail, pricing, purchase description, and outline, none of it building toward a moment where a creator felt Teachable was actually theirs.

PRIMARY INSIGHT
Users who customized their brand or domain activated faster, yet 85+ support tickets showed this was where creators struggled most.
Activation data and support ticket volume on these two issues had reached a scale where it could be read as a quantitative signal, not just anecdotal feedback, and it aligned directly with what qualitative research was already showing.
HYPOTHESIS
If brand and domain setup moves earlier into onboarding, then activation and retention improve,
because seeing their own school name and brand color sooner helps creators recognize Teachable as a fit for their business.
The data offered a correlation, not proof, and support tickets confirmed it was a real struggle for creators. I acted anyway, betting that seeing their own brand sooner would make Teachable feel like theirs. I led with customer value and let the results confirm the bet afterward. They did.
SOLUTION
A decision about where complexity should live, not a simplification: expanded where creators struggled, compressed where they lost time to value.
Brand and domain setup moved earlier and became more involved; course creation moved the opposite direction, collapsing six to seven screens into one. The total number of steps stayed roughly the same, what changed was where the effort was spent. Both shipped in phases, validated one at a time rather than all at once.











