The country is facing infrastructure crises simultaneous with a labor shortage in fields related to construction management and engineering. These challenges necessitate better and quicker preparation of the incoming workforce so they are prepared to take on responsibilities with more skill and efficiency than has been expected previously. Educators can play a key role in equipping the leaders of this upcoming generation to deal with these challenges. If students are expected to graduate with more preparation and expertise, then educators must also adjust the ways in which they teach. There are many ways that these changes can be accomplished, and researchers play a critical role in exploring new classroom techniques and technologies that may improve the way education is delivered. This dissertation focuses on a high-impact emerging technology, augmented reality (AR), as a training mechanism for students that has the potential to play a crucial role in enhancing the way construction education is delivered. First, this research explores what skills and competencies are most frequently reported as critical needs by industry members by thematically coding open-ended responses of construction internship supervisors. Leveraging the results of this data, this research explores the viability of utilizing AR to simulate hands-on training and authentic learning in ways that target these skills and competencies. The research presented in this dissertation consists of a series of subject tests involving custom-developed augmented reality applications. These full-scale, highly interactive construction mixed reality applications are designed to expose students to simulations of high-impact learning experiences but without the recurring costs of physical materials. Student behaviors and performance during these subject tests are thematically coded to reveal student behaviors and perceptions that contribute to learning objectives. The results of this research demonstrate high potential for AR as an educational tool while also suggesting best practices for creating and implementing these types of activities based on surprising and sometimes counterintuitive student behaviors during these AR experiences.