This study examines novice auditors' knowledge acquisition. It investigates whether low-cost, informal training interventions improve knowledge acquisition in complex auditing tasks. An experiment that tests the effect of 2 alternative training approaches on audit judgment performance, explanatory feedback and self-explanation of the rationale underlying a judgment of reasonableness, is designed. Results suggest that each approach promotes procedural knowledge acquisition, and combining the 2 approaches provides more benefit than either approach alone. The effectiveness of the self-explanation approach is primarily attributable to the learner's level of reasoning.