The study of the battle for Fallujah explored the operational and strategic lessons from Operation AL FAJR (also known as Fallujah II), emphasizing the following: (1) Coalition forces' operational-level planning and execution, (2) Teaching Iraqis to plan and execute a major military operation, (3) Coaching Iraqis on the use of information operations (IO) to beat the enemy's information-operations campaign, and (4) Building Iraqi self-confidence and external respect to help the transition to sovereignty. The study approach traced the development of the competencies of teaching, coaching, and building (TCB) from Operation VIGILANT RESOLVE through Operation AN NAJAF and finally to Operation AL FAJR. The approach also highlighted the political, security, and IO aspects of 2004 as they relate to those operations. In particular, the project highlighted the evolving lessons and the application of those three competencies from the strategic to the tactical levels. A number of themes emerged from the study: (1) the importance of relationships and team-building, (2) political-military dynamics and how each supports the other, and (3) the difficulty and importance of information operations. The study included more than 100 interviews, which included Gen. George Casey, Commander, MNF-I; the former Iraqi Prime Minister, Dr. Ayad Allawi; members of MNF-I, Multi-National Corps-Iraq, and Multi-National Force-West; Iraqi Security Forces; and Fallujah residents. As noted by Gen. Casey, "Fallujah is an excellent study in Political-Military interaction." The project shows that those interactions and relationships are just as important at the tactical level. The study provides lessons learned and historical analysis for training and educational purposes at every level, as well as supports further research and analysis. It highlights the linkage between tactical and strategic events and how a seemingly tactical event can have strategic implications.

"Log: H 2009-000851." "September 2009"--P. [1] of cover. Available from DTIC - ADA530831.