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This paper provides an approach for incorporating simulation strategies into the instructional design of learning resource materials for the Diploma of Accounting. At present vocational education and training (VET) in Australia is on the verge of the implementation of the ‘Six Major Areas of Action’ work plan enunciated by the High Level Review (HLR) of the Training Packages. Action 2 of the plan focuses on better Training Package design specifying work performance, knowledge, skills and abilities as well as workplace simulation and participation. The primary purpose of simulation is to facilitate the development of competence where the learners do not have access to related workplace experience. The High Level Review of the Training Packages has indicated that further research is needed into the use of appropriate pedagogies in teaching practices. Given that ‘the responsibility for translating Training Package requirements into teaching, learning and assessment strategies and programs is clearly that of VET providers’, and Training Packages contain ‘a number of implicit pedagogical assumptions’, and that ‘new requirements of the workplace, which suggest a pedagogical orientation that is more learner-centred, work-centred and attribute-focused’ should be adopted. This paper proposes a model for addressing this identified need that incorporates learner-centred, work-centred and attribute-focused simulation strategies to develop learners’ competence. A preliminary model was designed at the Open Learning Institute (OLI) in Queensland and currently is being tested for its effectiveness in terms of competence development. An action research methodology will be used to review the preliminary resource model for potential improvements. It is argued that the resultant model will have applicability for other units of competence in VET Training Packages. An underpinning assumption of the research is that competence is a tri-dimensional concept comprising of knowledge, skills and performance. The research being undertaken aims to establish that the teaching practices that target the development of learner competence require suitable resources based on a new instructional design utilizing appropriate learner-centred, work-centred and attribute-focused simulations to make the integration of the three dimensions of competence a reality.