This paper investigates L2 English learners' reactions to mixed personality in a pedagogic grammar. Personality refers to how authors represent themselves in a text and interact with their readers (e.g. personally via the use of personal pronouns or impersonally via the use of the passive, etc.); mixed personality occurs when an author switches from one option to another. In an experiment, 195 students from Hong Kong and Poland were asked to read a text in which the author switched from "we" to "you". The expectation that this mixing would cause "we" to be interpreted as exclusive was not borne out; however, some students did attach negative attributes to "you" as a result of its proximity to "we". Another finding was that awareness of the generic reference of "we" was higher than that for "you". Writers of pedagogic grammars are encouraged to be more aware of the referential complexities of personal pronouns.