Medical laboratory technicians (MLT's) are healthcare practitioners who play crucial roles in assisting physicians with diagnosing and monitoring illnesses. MLT's require complex training which historically has taken place in person. The COVID-19 pandemic increased awareness of a national lab technician shortage. To address the deficit, alternate means of training MLT's should be considered, including using online resources. There is a lack of research regarding MLT programs' usage of virtual instruction of psychomotor skills. This study addressed the gap in research by examining the performance of MLT students performing the laboratory skill of pipetting after receiving only video instruction of the skill with no face-to-face instruction, along with the students' perceptions of their skill performance. The researcher conducted a phenomenological study that utilized observations, individual interviews, and a focus group interview. Three observers observed seven MLT students performing the skill of pipetting after only receiving instruction via a video tutorial. Subsequently, each participant was individually interviewed then later participated in a focus group interview. Data were analyzed using qualitative coding software and manual coding techniques, and were further sorted into categories and themes. The themes identified from observational data were Communication and Skill Performance. Participants communicated both non-verbally and verbally with each other and with the instructor and observers. Although all participants were able to complete the lab exercise, some participants were observed performing the skill well and other participants were observed performing the skill poorly. The themes identified from interview data were Doubt, Confidence, and Personal Preference. Aside from actual skill performance, some participants doubted their pipetting abilities, some participants expressed confidence in their abilities, and several participants voiced preferences in how they were instructed in psychomotor skills. The conclusion was made that the video-instructed lab format was fairly effective because all participants were able to complete the lab. However, although most participants liked the video and were confident, some participants doubted their abilities and desired written or face-to-face instruction to complement the video. Video instruction alone may not be sufficient for instructing a psychomotor skill, but video instruction complementing more traditional instruction can be considered beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]