This chapter describes the context for and initial development of microcredentials at the Southern Alberta Institute of Technology (SAIT) (Alberta, Canada), the lessons learnt in market and adaptations undertaken to create a customer-focused, product-led approach to offer a mature suite of microcredentials to local learners. This includes SAIT’s initial microcredential development, including institutional structure, government support and funding for microcredentials, and collaboration with other post-secondary institutions provincially and nationally. As a polytechnical institute, SAIT has a reputation for industry-responsive programming, which is an advantage in microcredential development and delivery. Two innovations in particular are important: a classification system that recognizes the difference in skill attainment and demonstration in different arenas: technical skills, people skills, and future-forward skills, and an assessment-first approach that aligns the microcredential with the assessment, rather than the coursework. An assessment-first approach to microcredentials shifts development considerations from course content towards an assessment that requires a rigorous validation of industry-authentic skills and capabilities. For STEM microcredentials, this is particularly valuable since it allows learners with experience the opportunity to demonstrate their skills in an assessment that is subjected to the same product development process, including industry alignment, as the learning experience in the coursework.