Using simulation as a means of delivering information permits trainers and educators to provide students with personally meaningful lesson content that is grounded in an understandable, immediately obvious context. It also provides trainers and educators with a means of assessment that faithfully represents aspects of the real world work environment relevant to the competencies assessed, and are strong indicators of student ability to perform specified functions in the working environment. This paper will explore the relationship between the dominant Live, Virtual and Constructive (LVC) model of instructional simulation and the Eightfold Path model, illustrating how a blended perspective permits rapid identification potential solutions to perceived performance issues. The impact of applying tailored simulation using this approach in Individual Training and Education outcomes, as well as related performance support issues will be shown, using case studies drawn from Canada's Department of National Defence and other participants in the Canadian Federal “Whole of Governmentâ€� training initiative.