In recent years, there has been a rapid growth in the use of microcredentials as a type of professional development for K-12 educators. Microcredentials allow teachers to document professional knowledge and skills through the use of videos, work samples, and other artifacts. This study interviewed six education policymakers to explore their perspectives and beliefs related to microcredentials as a form of professional development for K-12 teachers, including their relevance for STEM education. Policymakers’ views of the affordances and constraints of microcredentials were explored, as well as their perspectives on the future of microcredentials in education. Results showed policymakers saw microcredentials as a potential tool for K-12 teacher professional development, emphasizing their ability to provide self-directed, mastery-based learning and foster greater autonomy compared to traditional professional development approaches. However, financial sustainability, quality assurance, and alignment with time-based continuing education programs were identified as critical challenges, alongside a narrow focus on general, standardized pedagogical skills over specialized professional growth and leadership development.