Objective <p>The goal of this study was to assess whether microlearning resources could improve attitudes towards neuroscience, enhance integration of neuroscience concepts into clinical practice, and decrease stigma towards mental illness.</p> Methods <p>A national cohort of 120 mental health professionals (psychiatrists; clinical psychologists; psychiatric nurses; and master’s-level counselors or social workers) were recruited and randomized into two groups. Each had 3 months of active learning and a 3-month consolidation phase. However, one group had a lagged-start with a 3-month waiting period. During the active phase, each group was encouraged to complete 30 online resources including brief TED-style talks, articles, animated videos, and podcasts. Resources focused on core neuroscience topics and covered a wide range of psychiatric diagnoses and psychological constructs. Both groups completed presurveys and follow-up surveys every 3 months.</p> Results <p>After 3 months, in comparison to the waitlist control group, the active group had more positive attitudes towards neuroscience (<i>p</i> = 0.028) and a higher mean score on the Medical Condition Regard Scale (<i>p</i> = 0.001) indicating more positive attitudes towards patients with mental illness; there was no significant difference between groups in application to practice. After 9 months (i.e., after both groups had completed the consolidation phase), significant increases were found across all three measures in the combined cohort. Significant increases in ratings between the pre-survey and consolidation surveys suggest a sustained impact.</p> Conclusions <p>Brief online learning experiences may improve attitudes and facilitate the integration of neuroscience into clinical practice among mental health professionals and decrease stigma towards individuals with mental illness.</p>