The purpose of this study was to explore how instructional designers used microlearning to design formal workplace training and to understand if their use was planned and intentional. The study addressed the need to learn how microlearning, primarily designed for web-based environments and mobile-friendly devices, is designed, and delivered in business settings. This basic qualitative study consisted of 3 questions asked of a focus group and seven questions aimed for semistructured interviews. The following central research question guided the study: How do experienced instructional designers apply informal microlearning methods and training techniques to develop formal learning materials for adult learners? The theoretical framework focused on how experienced instructional designers applied cognitive load theory, information processing theory, and adult learning theory when designing micro-instruction. A purposeful sampling provided knowledgeable instructional designers with experience designing microlearning materials for adult learners in a workplace setting. The themes of attention to the objectives, the audience, professional development, and self- improvement evolved from the data collected. The screening process determined eligibility by confirming at least 5 years of experience designing for adult learners, knowledge of microlearning, and the use of microlearning when designing instruction. Open, axial, and selective coding procedures guided the analysis of the data collected. Interviewing, note taking, and member checks led to the triangulation of the data. The data from the study showed that instructional designers used strong instructional design principles and learning theories to design microlearning materials. The results of this study have implications for the knowledge base of instructional design and practical implications for current and future instructional designers. Future research is needed to discover if microlearning benefits one audience more than another and to discover which design software instructional designers believe is best for developing microlearning materials.