The Army Learning Model calls for a shift to a more learner-centric environment that provides relevant and engaging training available anytime, anywhere. As a result, instructors have taken a blended learning approach that incorporates more serious games and simulations for training. While many purport the effectiveness of games for training, there is little research concerning what instructional features implemented within a game lead to better learning. It is generally accepted that feedback is important for improving performance and enhancing learning (Moreno, 2004), but what is less clear is when to deliver feedback during training. According to the temporal contiguity hypothesis, providing feedback immediately after a mistake would be most effective in that one could correct errors right away (Anderson et al., 1995). On the other hand, receiving feedback in the middle of the game may interrupt attention to the task, be distracting to the trainee, and hinder learning. Therefore, the goal of the present research was to examine the timing of feedback delivery in a game-based environment for novice trainees learning a procedural task. Participants performed a search and report task and received feedback on their errors immediately after the mistake (immediate), during a logical breaking point in the scenario (chunked), at the end of the scenario (delayed), or received no feedback (control). Performance during the three training missions (in which the trainees received feedback), during a performance mission (in which trainees did not receive feedback), and scores on a retention test were the main dependent variables of interest. The results show that providing feedback improves performance compared to not receiving any feedback, but the timing of feedback did not affect performance beyond the first mission. Implications of these results for future research are discussed.