The researchers examine the correlation between students’ personal characteristics and their knowledge acquisition during a public speaking training. The article describes the influence of a number of training conditions on knowledge acquisition among students with either kinesthetic or visual primary sensory receivers. During the experiment the following training conditions addressed the visual modality: the group analysis of other people’s public speaking videos, whether performed or not, the trainees’ public speaking videos were analyzed with or without group assistance. The following training conditions addressed the kinesthetic modality: the analysis of other people’s public speaking videos was carried out on the first or last training days, the trainees either did practical exercise or not, as a feedback they were only criticised or given criticism and praise. The results reveal differences in knowledge acquisition among trainees with dominant visual or kinesthetic modality. Knowledge acquisition significantly increased when the trainees with the visual modality had a group discussion on their own public speaking results and other people’s ones. These conditions did not have a significant impact on the knowledge acquisition among students with the primary kinesthetic modality. They were aware of their learning progress even better if they analysed their own public speaking video on the first training day. Both groups of students benefited more from that training practice where feedback was given in the form of criticism. The results of the study can be applied to the design and implementation of public speaking training and may be incorporated in training future trainers