<p>This study replicates and extends prior research examining instructional designers’ perceptions of the importance of the 2012 International Board of Standards for Training, Performance and Instruction (IBSTPI) instructional design competencies. As instructional design practice continues to evolve, periodic reassessment of competency frameworks is necessary to ensure alignment with professional demands. Using a survey research design, data were collected from 439 instructional design practitioners representing a variety of professional contexts. Participants rated the importance of IBSTPI competencies and associated performance statements using a 5-point Likert-type scale. Analyses included descriptive statistics and comparative analyses with results reported by Koszalka et al. (<CitationRef CitationID="CR24">2013</CitationRef>). Findings indicate that several competencies continue to be perceived as highly important, while others exhibit meaningful shifts in perceived importance over time. Respondents identified emerging areas of practice that may warrant consideration in future competency frameworks. By providing updated empirical evidence, this study contributes to theoretical and practical discussions regarding the professionalization of instructional design and supports ongoing refinement of competency models used to guide academic preparation, professional development, and standards development.</p>