Previous studies have shown dyad training increases efficiency while trainees perform as well as those trained individually. The current studies investigated the effects of dyad training on immediate and delayed performance while exploring the roles of metacognitive activity and errors made during training. In Study 1, participants completed computer-based training for a software program alone or with a partner. All participants were tested individually at the end of training and one week later. Results of Study 1 suggested that learning retention is superior when people are trained individually. Study 2 investigated the importance of task interdependence and individual accountability in dyad training to determine if the effects found in Study 1 were related to social loafing or inherent in training declarative knowledge content in pairs. Constraining loafing in dyads did not result in equitable performance as individuals outperformed dyad trainees. Implications for practical applications of dyad training are discussed.