Systems theory spans many disciplines and several decades. The field of biology has informed systems theory, according to von Bertalanffy (1972) and Boulding (1956), as an organizing principle of living beings. Extensions of this theoretical framework have led to the application of systems theory as systems thinking in a diverse array of organizational fields, including but not limited to health care, economics, and engineering. Within each field, different terminologies have emerged to describe distinctive environments with different contextual situations. Across numerous organizational disciplines, systems thinking is based on two coherent focal elements: (1) a single, compelling, overarching goal or purpose for the system; and (2) connectivity among parts of the system, including departments, processes, and people, to bring forth that single goal or purpose (Checkland, 2000). Examining systems principles enriches the understanding of instructional design practices that facilitate the effective design of professional development initiatives. Three specific systems principles were examined as they inform three parallel instructional design practices. The systems principles of the law of consequent production, complementarity, and holism were presented as parallel to the instructional design practices of needs assessment, learner analysis, and contextual analysis. As these three systems principles are connected, it is discovered that they work together resiliently and informingly so that what is done in instructional design provides a deeper foundation and connection among them.