Two decades of military experience with ISD have yielded mixed results. Depending on one's perspective, "doing ISD" may still be considered essential to the development of effective, efficient training systems or it may be regarded as a resource-consuming chore to be avoided to the extent possible. Both perspectives and numerous variations have merit. This paper examines some of the problems associated with ISD models and their applications and discusses potential solutions, including redefining ISD's role. The problems with ISD, the acquisition process, and Navy training in general are not simple, and filling the knowledge gaps, streamlining processes, and producing better-equipped ISD practitioners are only partial solutions. Although the paper focuses on naval aviation, it is applicable to other naval activities and military services.