Distributed Mission Training (DMT) opens a new horizon for advanced warfighter training. At last, the dream of training multiship warfighter interaction in a synthetic combat environment is now achievable. It will also soon be possible to train disparate forces across multiple geographic locations in preparation for our Air Expeditionary Force. With this enhanced training capability, the question becomes, How can training development take advantage of this new capacity for advanced warfighter instruction? The answer must acknowledge the fact that training development for advanced warfighter training is much more than developing master task lists, writing objectives, and meeting qualification standards. While DMT may be the most advanced technology in the world, it requires a shift in training concept to fully utilize its potential. Since DMT learning occurs at high conceptual levels, including the interaction of tacit knowledge and metaskills, cognitive task analysis techniques must be used to identify the intellectual skills and cognitive strategies that complement the motor skills, verbal information and attitudes at the intuitive skill level of the expert combat pilot. A new holistic skill hierarchy must be developed to guide the building blocks of instructional design for DMT. This will make it possible to select instructional strategies that take full advantage of an ability to immerse a warfighter in a full-up, simulated combat environment. Similarly, it will also be possible to design scenarios that can train situational awareness in three-dimensional space, identification of friend or foe, relationships of multiple air and ground entities, and response to known and unknown threats. This will result in a level of readiness never before achieved through combat training. This paper presents a methodology for developing this kind of DMT advanced warfighter training for the 21^st century.