Major companies, especially banks, invest in interactive distance learning replacing face-to-face training. Research has shown learning gains are mostly due to a shift in instruction. In this study, a WBT about currency management of a major German bank was examined. The communicational features of the WBT comprise a discussion forum, note taking, and automatic messaging of questions and answers between experts and students. The experimental design compared a face-to-face seminar with WBT learning. The results show that WBT participants learned as much as the seminar participants, but in about 70% of the seminar s study time. Young seminar participants performed better than older ones, while WBT learning did not produce an age effect. The results of the study demonstrate that the learners in the bank tend to choose traditional learning strategies, they do not cope optimally with co-operative and selective learning strategies, and they tend to appreciate audio-visual media. Experts did not voluntarily play an active role in the discussion processes. Communicational features, however, were used quite frequently. The users who were experienced in using a CBT and showed high self esteem gained most from WBT learning.