In a world that a priori values technological advancement and gadgetry, the impetus to critically appraise novel technologies for their potential to advance learning takes on a sense of urgency.  To address this need, pedagogical perspectives are moving away from strictly cognitivist perspectives, with learners being conceptualized as multidimensional entities that respond to cognitive content within a larger context shaped not only by the delivery technology but affective valence, degree of physical interaction with subject matter, and environmental circumstances in which curricula are delivered.  This multi-layered, systems-oriented perspective on learning and instruction, coupled with technological advances designed around intuitive, embodied user interfaces, offers new opportunities to more effectively transmit cognitive and procedural knowledge to a wide variety of potential learners.   This broader contextualization of the learning process demands an explicit characterization of individual and environmental factors that likely contribute to learning outcomes.  That is, if we anticipate a learning experience to be shaped by an interaction between a learner’s idiosyncrasies and the context in which instruction is received, then it is up to instructional designers and researchers to contribute to a knowledge base that characterizes the part-whole dynamics expected to shape learning outcomes.  This paper draws from an empirical study on individual and environmental receptivity of an augmented reality training platform for Tactical Combat Casualty Care.  Learning and performance outcomes are evaluated across three technological modalities (Microsoft Hololens 1, Magic Leap One, Samsung AR Tablet) and three environmental conditions, which vary in lighting, noise, temperature, and level of distraction.  Furthermore, variables examining individual factors, including demographics, psychological factors, and familiarity with immersive technologies help characterize how best to design immersive applications to support learning.  The study results help elucidate the interplay between technology, individual, and contextual factors, advancing the state of knowledge regarding the use of immersive technologies for training.