Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies on the premise that face-to-face instruction is effective in changing work behaviors. This article argues that instruction--whether e-learning, face-to-face, or a blend of both--cannot stand alone. Individualized on-the-job scaffolding of employees is needed for meaningful learning transfer and sustainable behavior change to occur. On the other hand, e-learning can be as important as face-to-face instruction in preparing the ground for advancing work practices, when e-learning is designed in acknowledgement of its strength and limitations. In outlining the above arguments, this article contributes a four-step model of intervention-based change. The model lists the key motivational drivers of employee persistence and commitment to change. The article illustrates e-learning as an assimilative learning catalyst and offers an overview of the scaffolding needed for advancing workplace practices. Ultimately, the article acknowledges organizational cost concerns regarding individualized scaffolding and discusses how a redefinition of e-learning can cost-effectively scaffold employees to sustainable change. [For full proceedings, see ED571430.]