This research investigated the effectiveness of learner-centered technology-based training prototypes that were developed to test training concepts outlined in the Army Learning Model ALM. The prototypes integrated training and assessments across mobile, virtual, and game-based training platforms. Approximately 120 Soldiers from Ft. Gordon, GA completed training on different versions of the prototypes to answer questions about the overall effectiveness of the prototype training, the value of using adaptive assessments, and the benefits of including interim assessments in the training. Results of the first experiment showed Soldiers who received the prototype training scored higher on measures of learning, transfer, and overall satisfaction than Soldiers who received traditional lecture-based instruction. Results of the second experiment showed adaptive assessments predicted training transfer better than non-adaptive assessments. Results of the final experiment showed students who received interim assessments scored better on measures of training transfer than students who did not receive these assessments. The practical and theoretical implications of these results are discussed along with lessons learned and implications for using technology-based training applications in support of the ALM.