This study tests a process model of learning in which trainer and trainee traits are simultaneously considered as endogenous variables of learning outcomes. The article builds on a social view of training (Kraiger, 2008) and similarityattraction paradigms (Byrne, 1971). In this context, we hypothesize that trainer-trainee similarity in personality (agreeableness) engenders social reactions that influence how much trainees learn. To test the study hypotheses, undergraduate students (N ϭ 194) participated in a training program during an academic semester. Results from structural-equation modeling indicate that similarity in personality acted on trainees' emotional states, which, in turn, accounted for trainees' posttraining declarative knowledge. With the use of hierarchical regression procedures, results indicated that personality similarity explained incremental variance of posttraining declarative knowledge beyond modal learning correlates (e.g., cognitive abilities, conscientiousness). Our results provide evidence of a social view of training in which combined attributes of dyads (trainer-trainee) account for learning results that the extant literature primarily relates to individual-level variables (e.g., cognitive abilities). The discussion section addresses theoretical implications of our findings, with special emphasis on compositional approaches of personality. From an applied perspective, we discuss why corporate trainers should consider the role of their personality in training, and we also make suggestions for weighting the effect of personality similarity when evaluating training results.Training may be characterized as a social event (Kraiger, 2008), a series of interpersonal exchanges that enhances a trainee' s ability to understand and further elaborate subject materials. Dialogical theories of learning (Flecha, 2000) argue in this line by placing dialogue and reflection at the core of knowledge acquisition and skill development (Wells, 1999). According to this view, knowledge is transacted; it is negotiated in the contentions occurring in learning events (Palinscar, 1998). Rather than unidirectionally transmitted (from instructors to learners), knowledge is seen as a bipartisan creation of meanings fueled by the exchanges in education. Indeed, educational research indicates that instructors and learners'