Instructional features, such as performance measurement and feedback, are widely accepted as integral elements of instructional systems, although, their effectiveness is often compromised by inadequate use. This investigation focused on the design of feedback displays used to convey information to students during debriefing following a team tactics training exercise. Such feedback displays are essential components of tactics training but must be designed to motivate use. Operational system displays and capabilities, which are familiar to instructors and students, were evaluated to determine if they could provide the basic mental model foundation on which to build instructional enhancements. Feedback displays designed in accordance with instructor and student operational system mental models were found to facilitate user acceptance and ease of use. The results of questionnaires administered to, and information retrieval tasks performed by, twenty-one active duty submarine tactics instructors showed strong approval of the mental model feedback display design approach and superior information processing performance.