The purpose of this study is to explore the influence of the microlearning instructional approach in an online introductory database programming classroom. The ultimate goal of this study is to inform educators and instructional designers on the design and development of microlearning content that maximizes student learning. Grounded within the frameworks of cognitive theories of learning--Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive, affective theory of learning with media, this exploratory case study collected student assessment data from ten-course topic quizzes and exam scores in midterm and final exams. Additionally, the students' and the course instructor's perceptions while experiencing the microlearning instructional approach were collected and analyzed. As a result, the students scored significantly higher in the course topic quizzes under microlearning instruction compared to the video lectures condition. The students experienced less cognitive load and were more motivated and engaged throughout the learning process under the microlearning instruction. The students also reported some challenges of microlearning instruction, including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed.