Introverts make up an estimated one-third to one half of the American population, and yet our educational system is most structured to support extraverted learning. Introversion is one of the personality factors that has been associated with performance in medical school, though further studies are needed to examine this relationship more extensively. Pedagogically, the growing trend towards interactive learning threatens to disproportionately challenge introverted learners and overly advantage extraverted learners. This session will present key strategies to help both extraverted and introverted learners to thrive in classroom and clinical training settings.