One of the main goals of universities is to graduate students who are capable and competent in competing in the workforce. As presentational communication skills are critical in today's job market, Hispanic university students need to be trained to effectively develop and deliver presentational speeches. Web/technology enhanced training techniques are one way to accomplish this. However, prohibitive costs of technology means that higher education leadership must be convinced that this form of instruction is effective before purchasing equipment. Thus this study investigates the effect of web/technology enhanced training techniques on Hispanic university students' confidence and on their ability to become better communicators when giving presentations. The Hauser Lab, a technology-based speech-tutoring center was utilized. Students first use web-connected computers to view famous, effective and correctly formatted presentations. Then they write their own presentations which they present in a mocked-up classroom outfitted with video cameras and microphones. The final step is for the student to watch the recorded presentation with the Lab staff providing critiques. A survey was given both to students who attended the Lab and students who did not. A one-way analysis of variance was conducted to evaluate the difference between the students on their perceived readiness to give a presentation. Students who attended the Lab scored significantly higher than those who did not attend the Lab. The effect size suggests that 44% of the variance was accounted for by the Lab. This is considered a strong relationship.