Arizona State University has been at the forefront of offering innovative and flexible learning formats, including microcredentials, to meet the evolving needs of educators. This case study examines Project ACCLaIM (Advancing Civics Curriculum Learning through Instructional Microcredentials), a grant-funded initiative designed to provide flexible, competency-based professional development (PD) for PK-12 educators. Through a specialization comprised of nine 1-credit equivalent online courses with embedded microcredentials and self-paced online courses with associated standalone microcredentials, the project aims to equip educators with critical skills to support student learning in media literacy, civics, and history education. This case study highlights the development and implementation process, key design considerations, and lessons learned, such as the importance of structured milestones, learner interaction, and the consideration of incentives to improve engagement. Findings indicate that while teachers value the flexibility and relevance of microcredentials, completion rates remain a challenge due to competing professional demands. As a result, external incentive structures, such as continuing education units (CEUs) for recertification, the ability to use microcredentials for salary advancement, and stipend pay are important motivating factors. Insights from this project contribute to the broader conversation on microcredentials as a viable professional learning pathway for science, engineering, technology, and mathematics (STEM) education.