The Department of the Navy is interested in Adaptive Training (AT) methods to improve the effectiveness and efficiency of training. AT is defined as instruction that is tailored to an individual learner's strengths and weakness either before or during training (Kelley, 1969; Park & Lee, 2003; Shute, 2008). Although AT can be implemented in a variety of ways, one method that has shown promise is tailoring the feedback that trainees receive during training (Bell, Kanar, Liu, Forman, & Singh, 2006; Landsberg et al., 2012). However, there are many parameters of feedback delivery that can be adapted (e.g., timing, content, modality), and there is little guidance in the literature to suggest which method is best within which contexts. A between-groups experiment was conducted to examine three variables related to feedback presentation within an AT system: feedback timing (participants either received immediate or delayed feedback), feedback granularity (participants received feedback based on either one event or a summary of events), and environmental feedback (participants either received environmental feedback, [intrinsic feedback inherent to task] in addition to their other feedback or they did not). One hundred forty-three participants completed scenarios in the Periscope Operator Adaptive Trainer, in which they viewed ships via a simulated periscope, estimated the ship's angle relative to their line of sight, and received feedback about their performance based on their experimental condition. Performance was measured as the difference between the angle that participants called and the true angle as well as the time latency for submitting their call. The results indicated a benefit for environmental feedback, but no interactions between feedback timing, granularity or environmental feedback. Theoretical and practical implications for the design of feedback in adaptive training systems are discussed.