The purpose of this qualitative study was to examine the lived experiences of instructors assigned to Detachment 9, in implementing and understanding Student-Centered Learning into classroom curriculum and practices. This study utilized a phenomenological design methodology to examine the instructors' lived experiences in great detail and to better understand the perspectives and idiosyncratic complexities of personal considerations and experiences. The conceptual framework of this study is espoused through the social and cognitive constructivist learning theories and their interaction with the perceptions of Student-Centered Learning through the explored lived experiences. The target population was instructors currently assigned or recently assigned to Detachment 9. Non-probability sampling was used, gathering participants through a social media post and allowing instructors to self-identify and take part in the study. An online questionnaire and one-to-one interview on the Zoom client were used for data collection. The data was processed through Atlas.ti for thematic analysis and coding to identify emergent themes. Findings showed that instructors perceive Student-Centered Learning as beneficial, yet they are hesitant in its implementation, favoring a teacher-centric design. They are faced with a myriad of internal and external challenges, including training, time constraints, administrative support, and the multifaceted nature of education. Addressing these findings and implementing changes, technical training efficacy may be able to shift with modern standards. Recommendations include increase freedom of curriculum, modulatory of courseware, training courses, obstruction reporting procedures, homogenous student assignments by knowledge base, and a United States Air Force definition and responsibilities publication for Student-Centered Learning and engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]