Despite the prevalence of adult skills-based learning, adult education researchers continue to ignore effective interdisciplinary skills-based methods. Prominent researchers dismiss empirically supported teaching guidelines, preferring situational, emancipatory methods with no demonstrable effect on skilled performance or reproducible expertise. This paper presents findings showing empirically supported best bet practices for adult skills-based learning. These findings are synthesised into seven guidelines for skills-based teaching. Educators may use these practices to inform practice and structure learner-centred adaptive training programmes.