Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction that is relevant. One approach, the use of collaborative digital literacy practices, has been highlighted as a highly effective method. The current study explored perceived levels of confidence and importance with collaborative digital literacy practices among adult learners (n = 51) in digital learning environments by applying a quantitative pre-post test design. Data were analysed descriptively (i.e., frequency counts for experiences with five collaborative digital literacy practices) and inferentially (i.e., mean comparisons for perceived levels of confidence and importance were made with paired sample ttest statistical analyses). Findings revealed five statistically significant findings related to participants' perceived levels of confidence with collaborative digital literacy practices, and four statistically significant findings were reported for participants' perceived levels of importance. Implications associated with these finding were discussed, along with limitations and recommendations for future studies in this area.