Banks are facing increased competition and are under constant pressure to increase revenue, and boost profitability. This study was designed to determine whether repeated iterations of videotaped role-plays, modified with the input of commercial lending trainees, would assist in sales skill development and enhance confidence. For this action research study, qualitative data was gathered from modification discussions, personal interviews, feedback sheets, the researchers' journal, and coach evaluation forms. Confidence was measure on a 5-point scale. As hoped, study participants experienced improved skills and an increase in confidence to meet the requirements of the commercial lending role. Participants affirmed that all four iterations were needed and attributed their learning to several factors: the instructor's skill; relevant materials; constructive and supportive feedback; active involvement in the modification of the role-play; and the videotaped role-plays. These findings are consistent with adult learning theories espoused by Knowles's which state that adults engage in self-directed learning, they connect new material to existing knowledge, their learning needs are prompted by real world events, and that adults are primarily competency-based learners.