This dissertation describes a contextualized instructional design process based on key missionary-training practices that helps Beautiful Feet missionaries grow in their ministry of making disciples. The issue prompting the study was a misalignment between the current missionary-training process of Beautiful Feet and its vision and mission statements. Part I offers a precedent literature review. First, is the argument that the ministry of making disciples is a critical element of faithfulness in missionaries. Second, from an exploration of the modern Protestant missionary movement, Enoch Wan and Mark Hedinger's paradigm of relational realism is presented as a framework for missionary-training practices. Third, from an examination of two key instructional design models, adult learning, and dialogue education, the argument is made for Jane Vella, Paula Berardinelli, and Jim Burrow's accountability process of learning, transfer, and impact as a framework for evaluating Beautiful Feet's missionary training. Vella's twelve principles for effective adult learning are also presented as a framework for a missionary-training process design, and her eight design steps are presented as a framework for designing a specific training module. In part II is a presentation of what was learned through carefully designed case studies about how the design and emphasis of missionary training impacts the ministry of making disciples. From semi-structured interviews, content analysis, and participant observation, the collected data suggests a primary finding that Beautiful Feet's existing missionary-training process is heavily front-loaded, resulting in limited learning, transfer, and impact. Part III presents a change plan for a training process designed to help Beautiful Feet missionaries grow in their ministry of making disciples. First, is an analysis of the leadership context of Beautiful Feet that informs the adoption of the steward-leadership model. Next, is a description of a three-phase change plan that outlines a newly designed missionary-training process for Beautiful Feet. Finally, the findings are discussed from a post-evaluation of phase one. Concluding thoughts offer ways this study could be useful for others, listing several suggestions for further research and briefly highlighting anticipated outcomes. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]