Recent years have witnessed an explosion of interest in the use of Virtual (VR), Augmented (AR), and Mixed Reality (MR) technologies in training. To date, no fewer than 11 empirical meta-analyses have been published on these topics. This high level of research interest is largely due to the affordances that these technologies bring to the learning environment: sensory immersion, interaction, real world annotation, spatial visualization, and contextual visualization, among others (Appelman, 2005; Santos et al., 2014). Unfortunately, there is a considerable gap between the published literature on so-called “extended reality� training – which has been largely spearheaded by technologists and content domain Subject Matter Experts – and the larger science of learning community. With few exceptions (Cook et al., 2013; Zendejas et al., 2013), there has been little attention paid to established principles of instruction – such as schedules of practice, blended instruction, and individualized learning – on learning outcomes. Moreover, when these principles are addressed, they are often considered singly and in the abstract, rather than within the context of more holistic instructional approaches from the fields of human factors, education, and sports psychology. In this practitioner-oriented paper, we identify five holistic instructional approaches – visual orientation, desirable difficulties, contrasting cases, peripheral detection, and stress exposure – that are well-suited for use during scenariobased, extended reality training. For each approach, we provide graphical examples, theoretical justifications, and practical guidance on how to implement them. Finally, we identify common pitfalls that can degrade the effectiveness of extended reality training, along with practical guidance for avoiding them.