This study investigates how instructional designers perceive their professional futures and what factors shape their priorities at different career stages. Through the best possible self exercise, we analyzed the professional outlook of 197 instructional design graduate students from a Midwest university, identifying eight main themes: professional growth, skill enhancement, design practice, work dynamics, emotional resilience, ethical foundation, life integration, and self-evaluation. Using a mixed-methods approach combining in-depth qualitative analysis and epistemic network analysis, we explored both the content and interconnections of these themes. The results show that while continuous learning and adaptability are universally valued, experienced designers prioritize emotional resilience and navigating work environments, whereas novices focus on honing practical skills and ethical principles. Our findings reveal complex relationships between workplace dynamics, skill development, and career growth, suggesting that instructional designers view their professional environment as crucial to their development. These insights demonstrate the importance of offering support and development opportunities tailored to instructional designers at varying career stages. Additionally, the study emphasizes the need to cultivate emotional and empathetic competencies alongside technical skills. While providing valuable insights into instructional designers' professional aspirations, the study's limitation to a single institution suggests the need for broader, cross-institutional research to enhance generalizability.