A major paradigm shift is underway according to Transforming American Education: Learning Powered by Technology (Office of Educational Technology, 2010), The Horizon Report - 2010 Edition (Johnson, Levine, Smith, & Stone, 2010), and the recently published Army Learning Concept 2015 (U.S. Army Training and Doctrine Command, 2011). Each describes a technology-enabled learning environment where the individual creates and consumes learning content in a self-directed way. At the same time, the skills required for the 21^st century, particularly in a military context, emphasize applying critical thinking skills in dynamic and ambiguous environments. How do we select, prepare, and coach the instructors who will be responsible for managing this new learning environment? Implementing this learner-centric classroom goes well beyond blended learning; it means instructors play a very different role and will need a different set of knowledge, skills, and attributes to be successful. Our paper focuses on developing the instructor and provides a roadmap that institutions can use to select and prepare teachers of the future. We begin with a comprehensive literature review of both 21^st century learner needs and current ways to prepare instructors to teach and manage a complex and high-tech classroom. We provide a case study that stands as an example of one group of innovative faculty who has changed the dynamics in its classroom and is achieving impressive results. We provide a set of tools and approaches that can be replicated at any military or corporate education center. Finally, we provide a matrix of tools and approaches that facility members may draw upon to improve the hands-on experiential nature of their classrooms. Our research goal is to provide instructors and those who teach and develop instructors a roadmap to effective 21^st century teaching approaches and a toolkit of resources that can be applied to achieve different levels of cognitive development.