Microlearning is a novel, student-centered educational strategy in health professions education (HPE) that significantly improves student learning and engagement outcomes. The purpose of this qualitative research study was to understand faculty experiences using this novel teaching method. This study used a lens of Critical Pedagogy to explore faculty experiences with the learning environment to understand its potential to provide an equitable, inclusive, and less hierarchical environment, suitable for discussions about the social determinants of health. Data were collected through semi-structured interviews with HPE teaching faculty from universities in the U.S. Thematic analysis was used to identify common and salient themes in the data. This research yielded seven themes related to benefits and drawbacks for using microlearning in HPE, strategies and barriers for creating and delivering content, reasons faculty choose to use ML in their curriculum, and the learning environment dynamic. These findings contribute best practices for effective use of microlearning in HPE curricula, reveal the transformative potential of the learning environment, and underscore the nuance and insight faculty perspectives bring to understanding innovative pedagogies. These contributions have implications for HPE stakeholders, driving adoption of innovative teaching practices that enhance student outcomes, and contribute to critical approaches that change the culture of health care and HPE. [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.]