Background. An area of flight training that could potentially benefit from additional simulation-based training options is aviation weather during instrument flight. Research studies pertaining to General Aviation (GA) and GA accidents, revealed GA pilots may lack the adequate aviation weather knowledge and skills needed to proficiently perform during inadvertent meteorological conditions. This may be due, in part, to the limited flight training opportunities available to pilots to practice. Pilots currently utilize Federal Aviation Administration (FAA) approved Flight Training Devices for training, but these devices are typically cost prohibitive and limited in availability (i.e., not readily available to the pilot). Moreover, these training devices may include the requirement and cost of an instructor who is responsible for constructing the training scenario events, measuring the learner’s performance, and providing feedback. As such, pilots are limited on their opportunity to practice. Fortunately, recent technological advances in desktop flight simu-lation include the capability to present scripted instrument flight scenarios in a self-study lesson through the use of a Personal Computer (PC). Furthermore, desktop flight simulations provide the opportunity for asynchronous learning without sacrificing the essential active practice needed for knowledge and skill acquisition. This study examined the use of a current low-cost, desktop simulation platform to foster aviation weather knowledge and attitudes for instru-ment flight. Method. Participants were 35 students in a collegiate flight-training program. Two methods of instruction were tested using a pre-post design. The first was a traditional classroom/lecture method of instruction conducted by an FAA Certificated Flight Instructor. The second was a computer-based lesson that included information, demon-stration, and practice components. The lesson focused on legalities of landing from an instrument approach, missed approach point identification, and selection of an alternate airport based on real-time weather conditions. As part of the lesson, the learner observed and performed a series of instrument approaches. Dependent measures were a knowledge test, a self-efficacy questionnaire, and a learner reaction measure. Results. The results indicated that both instructional methods resulted in a statistically significant knowledge gain and increased confidence. Conclusion. The PC based method of instruction was just as effective as the traditional classroom lecture method. This self-study approach to training instrument flight could be used as a stand-alone module or as a component of blended learning.