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One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The purpose of this paper is to identify what factors will influence learners' skills in online interpersonal skills training. Facilitators and deterrents of skills' practice in online interpersonal skills training were identified through a case study. Mental practice is discussed as an alternative to physical skills practice in online learning.