The purpose of this study was to examine the systemic factors that impact instructional designers' practices in higher education. The primary research goal was to examine the relationships and tensions that exist between administration, instructional designers, faculty, and resources. Semi-structured interviews were conducted with 15 instructional designers to gain an understanding of their responsibilities, working in higher education. Interview questions focused on identifying systemic factors influencing their ability to complete their instructional design responsibilities. Activity theory served as the theoretical lens to explore the systemic relationships impacting instructional designers' practices in higher education. The results of this study produced eight themes according to three metathemes: (1) relationships between instructional designers and faculty, (2) support from upper administration, and (3) technological infrastructure. The findings revealed inner contradictions pertaining to role clarity and expectations among faculty and instructional designers, lack of incentives to support faculty engaged in collaborative projects with instructional designers, and organizational barriers imposing strain on the allocation of technological resources. Other recommendations are provided for how to support instructional designers' practice in higher education.