Purpose: The aim of this article is to describe the scenistic approach to training with corresponding activities and the theory bases that support the approach. Design/methodology/approach: Presented is the definition of the concept of scenistic training along with the step-by-step details of the implementation of the approach. Scenistic methods, while clear examples of situated cognition and learning, are derived from several other important theory bases to include constructivism, experiential learning, mental models, transformative learning, and action theory. Findings: The theory base offers support for the activities and steps contained in scenistic training methods. The theories, in combination, address motivation, distinct learning tasks and activities, and the regulation of learning. To an extent, scenistic methods invite the trainee to create and manage learning with guidance and support from trainers. This delegation of responsibility to the trainee has powerful motivational consequences. Research limitations/implications: In this article a detailed presentation of the concepts and theories that support the development and use of scenistic training methods is offered. Even though the efficacy of scenistic methods are supported with empirical research, the theory-base for the methods has not been carefully explained. Practical implications: Most of the development of scenistic methods has taken place in the past ten years, a time period in which there has not been a lot of interest displayed in new training approaches. This article seeks to illuminate the concept for practitioners and scholars of training as well as to offer detailed theory grounding for scenistic methods. Originality/value: Originality and value are combined in the expression of the details of a somewhat generic model of scenistic methods as well as a reasonably broad perspective of theories that help to explain the dynamics of the steps in the approach. (Contains 1 figure.)