This paper reports on a case study exploring design and certification of e-learning courses. The focus is on the professional agency of teachers, who gain power to influence, make choices about, and achieve e-learning designs that suit predefined learning needs of particular target groups through the optimum use of digital technology. In the case study, an external certifier provided guidance and formative feedback for the teachers. In total, 23 vocational e-learning courses were designed and certified, and the perceived utility of the process for the teachers was examined, applying a qualitative research approach. The case study provides evidence suggesting that the teachers consider the feedback and certification relevant and useful. In general, they feel that their professional capacity in the area of e-learning design is upgraded in a valuable manner. In particular, they increase their ability to design vocational e-learning courses by using accurate terminology in a consistent manner, making their designs comprehensible for the target group and fostering cooperation at vocational college level. In conclusion, the teachers developed the capacity to act to solve 21st-century educational challenges related to lifelong and technology-enhanced learning.