At last year s conference (Crane, Robbins, Bennett & Bell, 2001) we presented a first look at an empirically-based methodology for quantifying the complexity of Distributed Mission Training (DMT) scenarios for simulation-based, team training. The outcome of that effort was the development of a scenario complexity index derived from subject matter expert judgments which has been used to assess the effects of training in a building-block syllabus. Over the past few months, training specialists and subject matter experts at Air Force Research Laboratory s Mesa Research site have been characterizing DMT scenarios in terms of specific learning objectives linked to mission-essential competencies and to the underlying knowledge, skills, and experiences that are required for successful combat performance. As part of scenario characterization, we have identified the mission characteristics and levels of those characteristics that are important for complexity indexing. Techniques for determining overall scenario complexity and for relating scenario characteristics to mission essential competencies have been developed. This paper presents results from a validation study comparing the new, analytically-based complexity methodology with the empirically-based approach presented last year. In addition, applications of the new assessment to both F-15 and F-16 weapon system capability and scenario characteristics to learning objectives while controlling overall complexity will be discussed together with plans for developing DMT instructor support systems.