In order to investigate the effectiveness of human relations training for proctors, students of a mastery based educational psychology class were randomly assigned to be tutored by either a proctor who had received training in human relations skills or a proctor who had not. Results indicated that those tutored by the trained proctors showed significantly higher rates of learning and quality of learning. Rating scales indicated that these higher rates were due to the more empathetic and understanding behaviors of the trained proctors. Viewed as a pilot study, this research implies the need for further investigation into the proctor-student interaction component of personalized systems of instruction. (Author)