Often, our fielded training systems emphasize media for imparting facts, rules, and procedures, followed by simulations or live events where trainees are expected to apply that knowledge. Seemingly missing from this sequence, however, is any support for acquiring the cognitive capabilities that underlie task performance. The result can be trainees who know the facts, but not where and how to use them. Presumably, if we provided specific training on the abilities needed to comprehend, assess, and decide on a course of action, we could facilitate the transition from knowing to doing. We tested this exact hypothesis in a training effectiveness study. We first provided students with interactive multimedia instruction (IMI) on the Marine Air Ground Task Force XXI (MAGTF XXI) simulation controls and displays and the tactics for performing an in-stride breach of a minefield. After a test trial with the MAGTF XXI simulation to establish a performance baseline, half of the participants were randomly assigned to Intelligent Tutoring System (ITS) training. The ITS lesson was designed to help the trainees picture the situation the same way experts did and to select actions that implemented the experts' preferred solution strategies. The control group conducted a self-directed review of the IMI, allowing them to study material related to any problems they had experienced in the simulation. After each of two IMI or ITS study sessions, the participants performed the in-stride breach. Across trials, the ITS-trained group showed significantly accelerated mastery of the skill in the simulation environment. Clearly, using an ITS to provide explicit training on an expert's problem representation and solution strategies can accelerate learning and optimize investments in more costly and complex simulations and live training events.