While teaching in graduate medical education requires and inclusive perspective to help learners progress, as humans ourselves, we encounter learners that trigger the full range of reactions, including dislike. Although we don’t like to admit it, actively acknowledging of disliking allows us to process these reactions effectively to the benefit of our learners and ourselves. In spite of the considerable extant literature for addressing learners who struggle (Kalet et al., 2017), little has been written about how to effectively engage disliked learners in spite of considerable potential for overlap. Research in secondary education suggests that students who are disliked by teachers have weaker connections to the academic environment, are more likely to experience school discipline, and have poorer academic outcomes (Graham et al., 2022). Connections between our reactions to residents and residents personal reactions to situations that they encounter during residency can provide useful insights into how personal experience shapes relationships fundamental to patient care and teaching (Prasko et al., 2022). As we interrogate our personal reactions, we should not overlook personal biases when interacting with disliked residents where implicit bias undoubtedly affects our feedback and interactions with residents from diverse backgrounds (Blanchard et al., 2022; Loeppky et al., 2017). In this workshop, we’ll borrow insights from teaching outside of medicine, psychotherapy, and a framework for engaging challenging patients to outline a process for responding effectively when we dislike the learners that we’re teaching.