Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one "adaptive career behaviour" that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of "employability capital" that people might highlight when seeking employment (Tomlinson & Anderson, 2020). As Kift (2021) has noted, microcredentials should be designed and delivered in a lifelong learning ecosystem of educational, employment, and social support systems. One crucial element of this support is ensuring that learners have the requisite career management skills and labour market literacy to make the best use of microcredentials to achieve their goals (Kift, 2021; Oliver, 2019). In this essay, the author picks up this point to argue that career development practitioners (CDPs) have a crucial role to play in helping learners approach microcredentials as part of a cohesive career strategy, integrate them into their career narratives, and express their value to employers.