This study uncovers students', professors', and employers' micro-credential programs perceived value. Using a phenomenological methodology, we unveiled the meaning of participants' shared experiences. We performed a narrative analysis of students' written assessments and built a robust information-gathering structure with professors' and employers' interviews. The construction of the micro-credential program's perceived value was based upon the affective domain of learning, producing connected responses from participant students, professors, and employers. For students, those perspectives included empowerment, effort, nourishment, and closeness. Professors emphasized the teachers' perceptions and freedom, whereas employers emphasized the benefits and construction/deconstruction categories. Those interpretations built a construction of value perceived by the participants, consisting of knowledge, development tools, and affective connections.