The Royal Netherlands Air Force (RNLAF) and the Royal Norwegian Air Force (RNoAF) have designed a new training program for F-16 maintenance using a constructivistic approach. The training uses a learner centered approach. The training development is based on a new interpretation of ISD. The core of the training is an emulation of the F-16. This emulation creates a synthetic maintenance environment in which learning tasks are executed. CBT and classroom training are used to create a mental model necessary, for the students to execute learning tasks. The new, to be developed training environment, should be so flexible that it can be used within different kind of learning, for example group training, self paced learning, classroom delivery, mentoring, mixed mode learning, certification, performance support and distributed training. Using SCORM guidelines will make it possible to connect the learning objects (ELO's and TLO's) to a LMS. A script is developed, based on SCORM Simple Sequencing, which describes the complete training design. This script will be used to guide the training development and production process. During this process the production of CBT will be outsourced and managed by the RNLAF and RNoAF. The script will also be translated into an eletronic textbook for students and an electronic syllabus for instructors. The script will be the "bedrock" on which the training rests. In this paper we will discuss the design of the training program and the integration of the different approaches, as conceived by the RNLAF and RNoAF. The central questions addressed are: (1) What elements are necessary to design flexible blended learning which can be used in different learning environments? (2) Is is possible to translate mixed mode learning design in IMS Simple Sequencing? (3) How do we make sure that there is compliance between pedagogical, SCORM, "shipping and handling" and the training design? (4) How do we make sure that there is compliance between training design, development and execution?