This study employed qualitative research methods to conduct an in-depth learner needs analysis of the learning motivations, needs, and preferences of first-time fathers in the perinatal period. Occurring within the informed exploration phase of a Design-Based Research approach, the study aimed to understand the unique learning experiences of first-time fathers to inform recommendations for the instructional design and development of a resource to support fathers in their transition to fatherhood. Guided by Knowles' adult learning theory, this study examined fathers' learning goals, motivations, and preferences for technology-supported learning in the perinatal period. A qualitative content analysis of an online community for new fathers informed the development of semi-structured interview questions. Data were collected through interviews with 19 fathers who were either expecting a child or having a child born within the past two years. Interview transcripts were analyzed using focused and pattern coding to identify emerging themes related to fathers' motivations and goals for learning, their learning focus and priorities, father-to-father connections and support, their use of technology for learning, father-specific learning content, and fathers' learning preferences. Personas were developed based on findings from the interviews to inform design recommendations. This study shows that fathers have distinct learning needs, preferences, and experiences, particularly in using technology to support their learning in the perinatal period. Fathers are intrinsically motivated to learn and prioritize learning practical skills, particularly when lacking prior knowledge and experience. Their learning preferences and activities changed over time, shifting from proactive to just-in-time learning. Fathers utilized technology in various ways to support their learning, including accessing social media for short, digestible pieces of microlearning that could be incorporated into their daily lives. Additionally, fathers expressed an interest in father-specific content but found the stereotypes and low expectations presented in much of the existing content offensive and unhelpful. The most significant finding of the present study is the crucial role of father-to-father connection and support, a preference that impacted fathers' learning goals and preferences across the perinatal period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]