The current study examined the effects of gain and loss-framed messages during training interventions on training outcomes. Quinones (1995) discovered that remedial training has detrimental effects on various factors that affect training outcomes such as motivation to learn. A model was developed to discover if gain and loss-framed messages during training could result in different levels of motivation and different training outcomes. This study proposed that gain-framed training would improve fairness perceptions, self-efficacy, and motivation to learn. These will in turn affected training outcomes (speed of completing future tasks, accuracy of completing the task, and the transference of knowledge). Additionally, individual differences such as the ideal versus actual self (Higgins, 1987) may affect the participants' ability to receive framed messages effectively. Replicating the basic design of the Quinones (1995) study, participants were randomly assigned to two differently framed remedial training programs (gain and loss-framed training). Results indicated that placing participants in gain-framed training affects training outcomes differently than loss-framed training. Implications for training effectiveness research and practice are discussed.