Leadership is often described as something that is learned from experience. However, experiences do not often occur within a controlled environment where learning and its impact can be evaluated. In this paper, we investigate the efficacy of two types of learning experiences. University students received leadership training of equal length through either Virtual Leader[TM], a game-based computer simulation, or traditional lecture and case-based training. We examine the performance of the two groups as they participated in the Looking Glass, Inc.[R] simulation and draw conclusions about learning and leadership associated with each type of training. (Contains 6 tables and 1 note.)