Recent decades have seen increasing challenges to higher education including social doubts about its worth, reductions in government funding, declining enrollments, high student debt, underemployment, employer demands for more skilled graduates, and a continually changing landscape post-pandemic. Despite these challenges, advances in educational technologies have emerged that align with pioneering ideas in open and digital badging, resulting in more learner-centric, transparent, and portable digital credentials. As a result, globally, there has been increased attention on higher education institutions offering skills-based alternative credentials, often referred to as microcredentials, to both existing students and external audiences. Successfully integrating microcredentials alongside traditional degrees and expanding the learner base to include individuals beyond the institution requires customer focused business practices that traditional higher education may not be accustomed to. At the same time, concentrating only on learners as customers may downplay education’s unique nature as a product and overlook essential elements that contribute to a quality learning experience. This chapter focuses specifically on how Penn State’s College of Engineering has attempted to balance a business model with learning experience design to identify, market, develop, and offer Certified Microcredentials.