Despite the fact that the practice of instructional design (ID) began in the U. S. military (Branson et al., 1975; Jeffrey & Bratton-Jeffrey, 2004; Reiser, 2102), there is little known regarding which design and development heuristics military instructional designers deem important to the ID process. The study reported in this article was designed to address that gap by examining the following questions: What heuristics do military instructional designers perceive to be important to their design efforts? How are these heuristics similar to or different from those deemed important by designers in academe and corporate contexts? What instructional design models, if any, do military instructional designers use to guide their practice? A survey was completed by 24 participants working in military contexts. Results suggest that the heuristics military instructional designers use do not differ markedly from those reported to be used by designers in academe or corporate contexts (York & Ertmer, 2011). That is, despite ID being practiced in a variety of contexts, the guiding heuristics appear very similar across contexts, perhaps due to the fact that they share similar roots (Corwell, Hopkins, McWhorter, & Jorden, 2006). (Contains 2 tables.)