Improving the state of the art regarding computer based training can be directly linked to the validity and completeness of instructional strategy and the clarity and utility of the terminology and models surrounding the design and development of instructional strategy. Current research emphasis on isolated media variables has not yielded practical results for field practitioners. An alternative holistic approach is to focus on strategy and tactics of computer based training. The purpose of this paper is to create a model of strategy and tactics that could lead to a more uniform communications between researchers and developers with categories of strategy that fit the emerging technology. Relevant research issues must be converted into practical guidance of use to designers. Abstract theories must be fortified with working case examples and applications. In a move to operationalize key concepts, four key terms (Interaction, Adaptive, Remediation, and Simulation) were defined in terms of levels of increasing complexity. The proposed model takes into consideration expanded use of artificial intelligence, expert systems, and future use of virtual reality. Learner centered design criteria were identified, with emphasis on interactive formats. The proposed model consists of three levels. General strategy level consists of a pool of options dealing with the overall training approach. These training approaches can be used in combination to provide a large number of possible general strategies. A sample pool consists of (1) Active interactive Simulation, (2) Interactive Approximated Simulation, (3) Random Access Discovery Learning, (4) Controlled Path Rehearsal, (5) Scenario Driven Free-play with Active Coaching, (6) Scenario Driven Free-play with Computer Generated Feedback. (7) Opposing Force Game with Active Coaching, (8) Opposing Force Game with Computer Generated Feedback. Sub strategy (meso tactics) level deals with the order and use of motivational, evaluative, practice, testing and informational elements. Working level strategy (basic tactics) is realized through implementation of a variety of tactics which includes path-option tactics, presentation tactics, learner input or response tactics and feedback tactics. The tactics determine how the audio visual elements will be used as the learner interacts with the program. This is the level that that either makes the overall sequence of events an effective learning experience or a boring, painful and ineffective exercise. A wider selection and mixing of strategy types and tactics along with tighter specification by level of interaction, degree of adaptation, level of remediation, and complexity of simulation; could improve the probability of successful programs. The intended outcome of this model is to provide that opportunity to designers. This will permit Instructional design for CBT to be a flexible exercise, where learning outcomes are more important than rigid formulas for format. The empirical efficacy of various strategies can be established in practice. Training solutions must be evaluated on training effect rather than a tenuous (and often weak) linkage to general theory. Strategy, as used here, should not be confused with theory. Theory must hold over all cases and is therefore general. Strategy bridges the gap from the general to the specific and must only be effective in its intended application. Theory provides guidance and explanation. Strategy leads to accomplishment and the realization of goals and objectives.