Training is undergoing significant changes within the military. There are considerable pressures to cut costs and move training from the schoolhouse to the field so that it can be delivered "just in time" and be more responsive to individual unit training needs. Technology is seen as a central piece in this trend. Simulation has played a major role in military training. Distributed Interactive Simulation (DIS) allows multiple trainees to interact in real time on a common training problem. While DIS is a powerful training tool, a trainer is typically required to review trainee performance and make the appropriate teaching and remedial points. As training scales to larger and larger exercises, the trainer will naturally focus on general team performance at the expense of individual training needs. Intelligent tutoring systems (ITSs) have focused on providing instruction on a one-to-one basis. Integrating DIS and ITS technologies offer the opportunity to capitalize on the strengths of both: the ability to conduct large scale team exercises while providing each trainee with personalized instruction. The present paper reports a Phase I Small Business Technology Transfer (STTR) project in which a Distributed Interactive Intelligent Tutoring Simulation (DIITS) was developed to train Army Infantry squad and fire team leaders the skills they need to cooperatively perform military operations in urban terrain (MOUT). The intelligent tutoring system technology allowed trainees to still receive feedback and remediation regardless of whether or not a human instructor was present. This gives the technology the flexibility to be used "on demand" by trainees, not just when scheduled by instructors. The DIITS included intelligent agent technology to play the role of scenario agents when a human was not available to fill in. This gave the technology added power as it could be used for training regardless of the number of trainees available at the time. A scenario editor was also created to allow training scenarios to be developed by users. The intention of this was to increase the customizability of the technology to individual user needs. Finally, the technology was constructed to be generic and modular to support extension and reuse as training requirements evolve. These characteristics were demonstrated in several ways including the transfer of technologies across projects, the substitutability of modules across systems and the ability of the technology to respond to user-defined scenarios without further modification.