This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. This brief explores the relationship between recognition of prior learning (RPL) and employers as more employers look for ways to reskill existing employees in a rapidly changing labor market. Because such relationships are still fairly new and vary considerably, case studies are used to highlight both promising practices in RPL associated with employers as well as challenges to such relationships. The brief re-evaluates the micro-level data through the lens of professional, continuing, and online (PCO) education; employer partnerships; and workforce development. Key highlights include: (1) As higher education costs soar and employers clamor for skilled workers, recognizing and articulating college-level learning achieved outside the traditional education system is a critical component of educational change policy narratives; (2) The recognition of prior learning (RPL) is experiencing a renaissance as many employers, employees, alternative providers, and institutions of higher education work together to document and assess non-classroom learning; and (3) Workers who potentially have the most to gain by achieving a college-level credential are disproportionately non-white and are also potentially the least likely to benefit from RPL. This raises troubling questions about equity of RPL, and whether expansion of RPL strategies may only serve to further existing inequities.