Today’s educators are facing several shifts in how they prepare and deliver training and education. Notably, discovery learning techniques are replacing lecture-based instruction. With discovery learning, teachers need to facilitate more hands-on activities and also provide timely and consistent feedback (Castronova, 2002). Thus, there is a need for additional and different training of today’s instructors to prepare them to be facilitators. To this end, the U.S. Army is conducting research to align its training and education to an Army Learning Model that espouses discovery learning along with facilitative tailored learner-centric instruction (U.S. Army Training and Doctrine Command, 2011). Accordingly, the Army Research Institute (ARI) initiated research to identify the skills that Army instructors need to support learner-centric instruction. Initial research resulted in the identification of “32 KSAOs essential for instructors to be effective� (Keller-Glaze, Bryson, Morath, & Bickley, 2015). Based on the KSAOs initially identified, a set of 36 behavioral statements describing effective instruction were developed as a framework for assessing instructor performance. Observation and ratings of Advanced Individual Training (AIT) maintenance course instructors revealed varying levels of instructor effectiveness. Ten of the instructor behaviors were identified as needing improvement and translated into enabling learning objectives. A blended and team facilitated training intervention was designed to address these learning objectives and subsequently implemented in a controlled experiment to determine whether this targeted training intervention improved instructor performance. This paper addresses the identification of 36 effective instructor behaviors, the development and implementation of the targeted team training intervention, and the results of a rigorous pre- post training treatment and control group evaluation design involving blind ratings of video-taped instructors. This research provides a unique perspective into the issues surrounding the continuing shift to learner-centric training and education, the training of instructors to support this shift, and the evaluation of instructor behaviors.