This paper investigates instructors’ performance in developing executives’ decision-making capacity in unexpected, complex, and uncertain situations. After identifying critical elements in instructors’ performance in theory, the research attempted to confirm them by means of a qualitative survey with twenty executives from an Executive MBA Program at an American Management School ranked among the top five in the world. Data collection was carried out through observation, documental analysis and interviews. The research findings disclose important elements that need to be seriously considered by instructors and administrators revising and developing successful Executive Education Programs to provide organizations and society with effective executives. According to the executives, the most important elements identified in the instructors’ performance are: (1) application of the principles of experiential learning and andragogy, which propitiates a balance between scientific accuracy and practical relevance, action and reflection; (2) characteristics of a reflective professional, (3) the use of diverse teaching-learning strategies, and (4) opportunities for sharing experiences.