High performance skills are defined as ones: (1) which require over 100 hours of training, (2) in which a substantial number of individuals fail to develop proficiency, and (3) in which the performance of the expert is qualitatively different from that of the novice. Training programs for developing high performance skills are often based on assumptions appropriate for simple skills but fallacious when extended to high performance skills. Six fallacies of training are described. They are: practice makes perfect; it is best to train the total skill; skill training is intrinsically enjoyable; the goal of training is to produce accurate performance; initial performance is a good predictor of trainee and training program success; and once the learner has a conceptual understanding of the system, proficiency will develop in the operational setting. Empirical characteristics of high performance skill acquisition include: long acquisition rates; heterogeneity of component learning; development of inappropriate strategies; and training of time-sharing skills. A tentative set of working guidelines for acquisition of high performance skills consists of the following 11 rules: (1) present information to promote consistent processing by the operator, (2) design the task to allow many trials of critical skills, (3) do not overload temporary memory and do minimize memory design, (4) vary task aspects that vary in the operational situation, (5) maintain active participation, (6) maintain high motivation, (7) present information in a context illustrating more than the task to be learned, (8) intermix component training, (9) train under mild speed stress, (10) teach strategies that minimize operator workload, and (11) teach time-sharing skills. (YLB)