Training in laboratory competency is an important part of biomedical student skill acquisition in preparation for both the workplace and accreditation. Virtual laboratory simulations are currently used in core modules at University of Westminster to prepare biomedical science students for laboratory sessions. These simulations are used for formative and summative assessment and incorporate questions on theoretical aspects, in addition to simulating laboratory techniques. Whilst analysis has been carried out on student learning with virtual laboratory simulations, the impact of these on work-based students and the opinions of employers has not been evaluated. Students undertaking core first year modules include part-time attendance work-based students and part-time distance learners, who are mostly employed in diagnostic laboratory settings. Part-time work-based students and distance learners often need to be more efficient and maximise their use of available study time than their full-time student peers. The aim of this study was to collect the views of the work-based students and their employers on these virtual laboratory simulations through semi-structured interviews to evaluate the effectiveness of these teaching tools for work-based students. This report presents the comments of part-time students, distance learners and employers relating to the use of virtual laboratory simulations highlighting key similarities and differences. The consensus is that use of the virtual laboratory is helpful and can supplement but not replace practical classes and employer-led training. At present there is no appetite amongst employers to use these simulations to replace competency testing. Whilst virtual laboratory simulations are recognised to have benefits, there are caveats related to both cost/ benefit and to how they should be deployed.