Study tours abroad are important arenas for post-compulsory education. This paper focuses on how personality affects students' learning on study tours abroad. The research involved 66 learners from one higher education institution in Taiwan on tours to the UK, the USA and Australia. Data were gathered using questionnaires and learning journals, and informed by participant observation of the first author as tour leader. Findings can be only indicative as the study was limited to a relatively small sample from one institution and the tours were short term. The paper illustrates how study tours are a special example of experiential education. Data reveal notable, self-reported improvements in English language ability and cultural knowledge, supporting findings of other researchers. They also indicate, in terms of type theory, that extraverts and sensates derive the most benefit from study tours. The findings hold important implications for study tour leadership and organisation. (Contains 8 tables.)