Using easily accessible technology, I assessed Masters of Social Work students’ knowledge and competency in a course dedicated to clinical practice with dyads. Forty students completed the Dyadic Knowledge and Competency Scale before and after a video-recorded role-play assignment. Results of paired t-tests revealed significant improvement from pretest to posttest in knowledge and competency, and qualitative results punctuated role-play and feedback as important means to gain competency in clinical practice with dyads. I discuss implications for competency-based education, and the need for future studies with stronger designs and ongoing attention to technological considerations for using role-play to enhance competencies.