The Objective Force will present many challenges for tomorrow's soldier. The purpose of this study was to assess the effectiveness of constructivist learning techniques for training soldiers in Military Intelligence (MI) on the digital battlefield. Exercises and test instruments used in current MI courses at Fort Huachuca were adapted for application by school instructors. The constructivist approach was compared with conventional, lecture-based MI training. Constructivist scenarios were designed to require soldiers to operate the All-Source Analysis System-Remote Workstation (ASAS-RWS) and to achieve tactical dominance via the use of superior awareness. The research team developed Practical Exercises (PEs) requiring soldiers to solve problems, develop/send/receive specialized queries, and develop time-sensitive MI products. A major goal was to train soldiers to acquire and apply digital skills in response to changing and ambiguous battlefield situations. The group (n=18) taught using constructivism performed significantly better than conventionally-trained controls (n=32) on the performance-based PE (F (1,43)=11.59, p<.05). Both groups mastered all terminal learning objectives. As compared with the constructivist-trained group, soldiers trained using the conventional method reported higher levels of mental demand, time stress, and effort. The constructivist group covered more material in less time than those taught using the conventional method yet they did not perceive an increase in workload as measured by the NASA-TLX. Results suggest that constructivist training approaches provide an effective means for teaching digital and analytical skills on the future battlefield.