Education administrators expect teachers to participate in professional learning. Traditional professional learning for teachers comes in workshops, professional learning communities, meetings, conferences, self-guided professional development, coaching, and courses (Bill & Melinda Gates Foundation, 2014). Teachers are dissatisfied with this model and are moving towards innovative professional learning that is job-embedded, collaborative, authentic, supportive, highly contextualized, and allows for choice. Micro-credentials are one avenue that teachers are choosing to meet this growing demand. This study aimed to identify the strategies used by teachers with micro-credentials resulting in students improving achievement and engagement. Student achievement refers to the students’ Measure of Academic Progress (MAP) test results. After interviews were recorded, transcribed, and coded, four major themes emerged: motivation, rigor, lifelong learner, and application to the classroom. The study's major findings revealed that micro-credential-based strategies positively increased student achievement and engagement. This study may contribute to the body of research that could help educators and policymakers better understand how to personalize learning for teachers, maximize professional development offerings, and increase student achievement and engagement.