<p>Self-management and accountability for one’s learning have become a common expectation in contemporary organizations where training and development increasingly derive from self-directed experiential instruction and informal field-based learning. Yet success in this context rests in part on the supposition that individuals first acknowledge their learning needs and competency gaps. Intellectual humility reflects the recognition of one’s intellectual limitations, and emerging evidence suggests its potential benefits for learning. However, the question of how intellectual humility leads to learning remains largely unanswered. Across three controlled studies (<i>N</i> = 653), we demonstrate that intellectually humble individuals are more motivated to learn, realize larger gains in knowledge and self-efficacy, and more productively react to feedback about their levels of knowledge by showing increased feedback acceptance and decreased negative emotions. These results hold even when controlling for growth mindset, goal orientation, and the valence of feedback. Finally, results indicate that reactions to feedback convey the effects of intellectual humility onto motivation to learn and self-efficacy, but not knowledge acquisition.</p>