The purpose of this study was to examine differences in knowledge gain by curriculum delivery platform for participants receiving a community-based healthy relationships curriculum for a vulnerable population with limited income and education. Using data gathered from 613 participants gathered in 2019--2020, those who received in-person training (n = 440) were compared to those who received synchronous virtual training (n = 173) on curriculum knowledge. Results indicate that in-person participants had statistically significantly higher gains in knowledge at posttest compared to the participants who received synchronous virtual training. The differences in knowledge gain were not accounted for by the demographics of the two groups. Implications include consideration of adaptations in virtual delivery that may close the gap between in-person and synchronous virtual training such as instruction techniques, presentation style, content and materials, and participant preparation.