Training the art and science of mounted warfare to its soldiers presents significant challenges for today's Army in an environment of constrained resources, expanding missions, and unit reorganizations. The traditional "best practice" for this learning is a multi-month resident program of instruction, with an alternative correspondence program for those unable to attend resident courses. Understandably, correspondence programs cannot offer the same depth of learning in the "art" of mounted operations as resident courses because the interaction of small group instruction and peer collaboration cannot be duplicated. For various reasons, correspondence courses are often the only viable option for most Reserve Component soldiers, giving them little opportunity to fully develop the range of complex abilities demanded by mounted operations. To address this dilemma the U.S. Army Armor School at Fort Knox, Kentucky, has established a dynamic, innovative program to deliver both the art and science of mounted warfare to a diverse, sophisticated, and widely dispersed student population using learning technologies. The Armor School applied lessons learned from operational tests of various distributed learning methods to create a student-centric, open learning environment that provides a model for future military distributed learning courses addressing similar content. This paper describes the conception, development, implementation, and evaluation of the Armor Captains Career Course, used to qualify Reserve Component officers to command and serve in the mounted arms.