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Abstract Public and policy demands to address police training are prominent in modern policing. While existing research has highlighted the gaps of inclusive topics and content dosage to meet reasonable expectations of knowledge or competency, there is a significant gap in policing research on evidence-based training methods. Specifically, the evaluation of police recruit training methods and the impact to student knowledge gain, retention, and application of concepts. This study is designed as two, randomized controlled trials (RCTs) of 152 police recruit participants. These participants are divided into control and treatment groups for in-person and online instructional methods and again into subgroups for traditional and integrated learning. These four groups are defined as: Group 1: In-Person Traditional; Group 2: Online Traditional; Group 3: In-Person Integrated; and Group 4: Online-Integrated. For all participants, four tests were administered to measure changes in knowledge gain and retention. Panel data within a weighted stratification model evaluated changes within groups and differences among groups. Integrated learning groups performed best overall for knowledge gain and longer retention of content. In-person Integrated (Group 3) had highest scoring for immediate knowledge gain and continued retention throughout the experiment. Knowledge retention decreased immediately for in-person traditional (Group 1) participants. These findings have direct impacts to the current practices of traditional police training during basic academies. Furthermore, additional details on student engagement during the experiment indicate additional expectations of recruit learners. Outcomes from this RCT inform practitioners how to deliver critical topics (e.g., communication skills) and measure officer knowledge and retention. The outcomes inform agencies on training development practices for future in-service and/or field training programming that reinforces concepts and critical skills.