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The purpose of this study was to evaluate an online training program designed for part-time undergraduate Desk Assistants (DAs) employed by Louisiana State University’s (LSU) department of Residence Education. The evaluation of the training program included a comparison of video and lecture versions of a training program with comparable content to determine the effectiveness across a set of four outcomes: motivation during training, motivation after training, satisfaction, and learning. Additionally, this research contributed to the understanding of the impact of technology-mediated learning in training by examining factors that may differentially benefit or challenge the effectiveness of the training delivery method. Specifically, learner characteristics and motivation to learn were measured as antecedents. Data collection included both quantitative and qualitative methods. Quantitative analyses focused on changes in knowledge and motivation as a result of delivery method, as well as the impact of learner characteristics on overall training effectiveness. Knowledge tests and self-report scales were used to collect quantitative information. Qualitative data was collected via survey, discussion, and behavior observation, then analyzed for themes that help to more fully clarify the role of motivation by providing data regarding the factors that benefit or challenge trainees as they go through the training program. Results suggest an advantage for video training over lecture. However, the overall effectiveness of the training program was influenced by both learner characteristics and motivation. Although new employees showed learning gains regardless of motivation, learning was correlated with motivation for returning employees, such that those with higher motivation scores demonstrated knowledge gains, whereas returning employees with poor motivation did not. Implications and interventions for improving future training based on study results are discussed.