This report focuses on LVC training (LVC-T) as a training concept where real aircraft (Live), simulated aircraft (Virtual) and computer-generated aircraft (Constructive) are integrated into the same training scenarios and exercises. It has been pivotal to adapt the concept LVC-T to a Swedish context to streamline training and evaluation of performance and ability in future air combat training. In order for this to be achieved, it is important that pilots in both real and simulated aircraft receive good training value, defined as the added value (increased/improved skills, experiences, and/or knowledge) that pilots achieve through participating in a given scenario. To seek to ensure that pilots in real and simulated aircraft receive good training value, workshops with pilots were conducted on the proposed role of "LVC Allocator" to explore LVC as a training concept, to identify difficulties in existing training that LVC training can remedy, and to design LVC-T scenarios with good training value for pilots in real and simulated aircraft in focus. To evaluate LVC-T scenarios and investigate whether intended training values can be achieved, three empirical studies called "White Wizard", based on the LVC Allocator workshop series, were planned and conducted. The studies were conducted with only simulated aircraft where pilots in simulators were assigned the role of flying real aircraft with certain associated restrictions. The evaluation is based on results from these three studies, more specifically on group surveys that were discussed and filled in by the units included in the scenario, a joint debriefing held with all included units, and an individual questionnaire used on one of the three occasions. The results show that the LVC-Allocator and White Wizard approaches together can be used to evaluate LVC-T scenarios and whether intended training values are achieved. Using this type of simulation, complications in LVC training scenarios and layouts can be identified in a cost-effective manner and gradually adapted before being transitioned into actual LVCT. Participating pilots generally report that the approach enables immersion and insight into LVC, good training value, and that they are positive about future LVC training. Aspects in the scenario that provided good training value were, among other things, that it contained a number of dependent decision points, unpredictability and a large number of units that required coordination. Further investigation and implementation of LVC-T is recommended.