This study explores instructional designers' perspectives on the prioritization of competencies relevant to their professional practices. The competencies examined in this study are derived from the 2012 International Board of Standards for Training, Performance, and Instruction (IBSTPI). Using Q methodology, a unique approach that combines qualitative and quantitative techniques, the study delves into participants' subjective viewpoints regarding these 22 ID competencies. Data analysis has revealed three significant factors: "Blueprint Architect," "Harmony Conductor," and "Learner Navigator." The "Blueprint Architect" values the design, creation, and implementation of instructional design and development processes, while the "Harmony Conductor" focuses on partnerships and collaborations, akin to a conductor coordinating different sections of an orchestra for harmonious music production. The "Learner Navigator," in contrast to the two aforementioned factors, values more personalized learning experiences, and this group prefers needs assessment to guide design ideas. The findings of this study contribute to understanding how instructional designers prioritize different competencies when engaging in instructional design decision-making practices. Recommendations for future research and implications for practicing instructional designers are also discussed.