Research focusing on the complexities faced by instructional designers have called for pedagogical strategies to equip instructional designers with the ability to problem solve and make decisions. One of the most widely studied strategies for managing cognitive load is the use of worked examples, which provides an alternative to traditional problem solving by presenting the learner with a step-by-step model for approaching and solving a problem. This paper synthesizes the literature examining how worked examples are being used as an instructional strategy to promote solving ill-structured problems in various disciplines. It is argued that incorporating instructional heuristics utilizing worked examples will alleviate cognitive load imposed on instructional designers as they acquire skills to demonstrate mastery in conceptual, strategic, and conditional knowledge domains.