The Army Learning Model (ALM) focuses on developing Soldiers over time using a variety of “Soldier-centeredâ€� methods in a range of settings that foster 21st Century Soldier Competencies (e.g., initiative, critical thinking). Such competencies are critical for enabling a high degree of operational effectiveness in the context of Unified Action/Full Spectrum Operations. Achieving the ALM's vision requires changes to Army training including instructional approaches and technology applications. Accordingly, one instructional approach suggested in response to this challenge is “Adaptive Soldier and Leader Training and Educationâ€� (ASLTE). The ASLTE approach, rooted in Outcomes Based Training and Education, promotes instructional principles focused on developing desired leader competencies through instructor-student interactions over time. It requires that instructors (1) possess a reasonable level of expertise and leverage their capability to adapt to new challenges, (2) are capable of maintaining a positive attitude conducive to building trust and confidence in their students, and (3) purposefully and systematically move student learning activity towards a threshold of failure to challenge them while ensuring success to build confidence and initiative. This paper discusses the theoretical basis of the ASLTE approach and findings concerning successes, challenges, and opportunities based on observations during various applications (i.e., marksmanship training in Initial Entry Training, the Army Reconnaissance Course, and the Infantry Advanced Leader Course). Additionally, we summarize workshop findings from a cross section of courses and organizations at Ft. Benning regarding challenges and best practices. Collectively, these analyses indicated that much progress has been made in implementation and ASLTE holds great promise, but key challenges remain. We propose recommendations for further ASLTE implementation focused on issues including but not limited to instructor development (e.g., building expertise), instructional methods (e.g., scaffolding techniques), and reliable assessment of competencies across and within courses (e.g., methods to consistently assess leader attributes such as initiative).