Despite a preponderance of research on Behavior Modeling Training (BMT), there is a lack of research investigating BMT in complex skill acquisition contexts. This laboratory study addresses this gap in the literature by comparing the effectiveness of two forms of BMT--either using a coping model or a mastery model--with two forms of control training--either a review of the task instructions or additional unstructured practice--on a computer task that simulates the demands of a dynamic aviation environment. The results showed that BMT had a positive effect on the learning of complex skills. However, the positive effects on skill acquisition were not substantially more than a review of the task instructions. Furthermore, the effects of BMT were stronger for transfer to a related task. BMT was also associated with self-efficacy during training, enjoyment of training, perceptions of training utility, motivation, and strategy change; however, the results did not support mediation. Contrary to what was hypothesized, there were no performance-related differences between the two behavioral modeling conditions, although the coping model condition led to higher levels of self-efficacy and motivation than the mastery model. These results are discussed in terms of the need to better understand the mechanisms underlying the effectiveness of BMT.