Most theories of learning and prescriptive guides for learning enhancement suggest the need for active learning to increase learning effectiveness, yet few studies have questioned how the process of learning interaction affects learning outcomes or student’s perceptions of learning outcomes. This research begins to unravel the connection between learning interaction and learning outcome from both an objective and perceptual standpoint. Learning interaction was studied in a laboratory experiment using three delivery mechanisms (software demonstration with lecture, PowerPoint supported lecture, and commercial CBT with facilitator) and two learning models (individual learners and paired learners). Findings suggest that not all interaction leads to increased learning outcomes and learning interaction is a multi-dimensional construct that merits further study.