Instructional design, to me, is a means to an end that can help guide and provide structure to the development of a learning experience, especially where structure is lacking or working with a group that is new to training development. However, when working with an experienced group or team on development, instructional design practices are often skipped over or ignored due to the perceived expertise on the team or to accommodate other stakeholders. This omission is generally due to the time constraints placed on the project, with the promise that areas lacking proper instructional design will be revisited later, which in many cases is never revisited. Most of the learning designers I work with recognize the importance of instructional design and how the training could be improved by following a prescribed model and practices, but the inability to have a realistic timeline means that concessions must be made in the areas of instructional design. I am no better in this area as well, as the timeline usually dictates the processes and practices used in development. My view of instructional design is positive, and in instances, I have been able to follow a prescribed process/model, the results have generally been positive in building effective and efficient training that can be scaled and applied to other training opportunities and experiences. While I have had a fair amount of training and classes on instructional design, I am always excited to learn more about the field and how I can apply new knowledge in my work. I hope that as more and more organizations recognize the growing importance of training and development, a shift takes place from a focus on quantity to quality, which will place greater importance on adopting instructional design models for development and allowing for enough time to develop training opportunities and experiences properly.