Evaluating how well a unit employs digital command, control, and communication (C3) systems to support operations adds substantially to the workload of U.S. Army trainers. One means of aiding trainers is to provide observation requirements tailored to fit a unit's estimated digital proficiency level. Digital subject matter experts (SMEs) divided one hundred digital activities into basic, medium, and high digital proficiency groups using a training-oriented definition of digital proficiency (i.e., activities that units are likely to have trouble mastering are addressed at high digital proficiency levels). The purpose of the work described by this paper was to compare the SME-defined proficiency levels with two other definitions of digital proficiency, levels of situational awareness (SA) and progressive skills groups (i.e., one group lays a foundation for the next group). The SA levels, based upon Endsley (1995) are defined as; (1) an accurate perception of the elements of the situation, (2) a comprehension of the situation, and (3) a projection of the current situation into the future. The skills groups were concerned with channeling, managing, assessing, and exploiting information. Each of the one hundred activities addressed by SMEs were rated as to which SA level and which skill group they belonged. The SME-defined digital proficiency levels were correlated with SA levels and with skill groups. Advantages of digital proficiency level concepts that are only mildly correlated with SA levels are discussed.