The landscape of adult learning is dynamic and malleable. Advances in technology and ease of digital access globally has changed how adults learn. This qualitative descriptive study explores digital narratives, (digital storytelling or DST) in corporate settings across the United States. Specifically, how employees from corporate settings describe how the leadership utilization of digital narratives impact their motivation and self-efficacy. Utilizing Knowles theory of adult learning and Bandura's self-efficacy theory, two research questions were developed. The research questions aimed to address were "how do employees describe leaders' utilization of digital narratives in corporate setting impacting employee motivation" and "how do employees describe leaders' utilization of digital narratives in corporate setting impacting self-efficacy"? Eleven adults completed a semi-structured interview and 28 adults completed questionnaires during this study. Based Several themes emerged within the responses from the questionnaires and interviews. Results of this study concluded that adult motivation to learn is impacted by emotional connection to stories told by leaders and changes by the leader delivering the digital narrative. Additionally, the findings from the study concluded self-efficacy in learning changes with overall connection to a leader and employees derive self-efficacy from leaders humanizing their experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]