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Introduction: Research has demonstrated links between driving ability and perceptual-cognitive abilities. Such research is typically conducted in older adult populations due to well-established cognitive decline even in healthy ageing. Still, some authors have argued that the relationship should not be neglected in younger drivers. This study investigated whether training three-dimensional multiple object tracking (3D-MOT)—a dynamic, speeded tracking task soliciting multiple forms of attention and speed-of-processing—would produce beneficial transfer to measures of simulated driving performance and whether the effect might vary in older and younger adults. Methods: 34 subjects (20 young adult, 14 older adult) divided into 3D-MOT and active control groups were recruited and trained twice weekly for 5 weeks during 30-minute laboratory sessions (10 total). Pre- and post-training driving performance was assessed using previously-validated objective driving measures on driving simulator scenarios pre-programmed with dangerous events necessitating participants to react appropriately to avoid collisions. Results: Younger and older adults exhibited very different learning outcomes on the specific 3D-MOT training paradigm employed in this study, suggesting it may not have been optimal for both age groups. This appeared to be further reflected in differential training transfer outcomes. Nevertheless, analysis of covariance revealed a statistically significant increase in the distance at which participants trained using 3D-MOT finished executing braking maneuvers in response to dangerous events compared to active controls [F(1,29) = 4.59, p = .041, η2p = .14]. Conclusion: The findings are consistent with the idea that 3D-MOT training enhances perceptual-cognitive ability and that this can translate to quicker reactions during a simulated driving task. This result provides a rationale for future studies examining whether such training may produce long-term improvements in driver safety in the real world.