This study examined the functioning of a group of instructional designers (IDs) in higher education through the lens of Communities of Practice (CoPs). The study particularly focused on whether and how the grouping of experienced and novice IDs operated as an effective CoP from the perspective of novices. The findings indicated that a group of IDs working in a midwestern university was able to cultivate a CoP within a clearly defined domain, a well-established community, and the shared practice with a specific body of knowledge. Particularly from the perspectives of novices, they highlighted the positive impact while participating in the CoP by contributing to their shared domain and defining who they are, developing expertise by interacting with experienced designers, and learning through different trajectories of participation. The rich description of this case study would further inform educators and practitioners in their efforts to improve the professional preparation and development for novice IDs in the higher education contexts.