Horse’s personality, including the physical abilities of horse should be considered to achieve optimal performance in equine sports as well as in leisure. Besides temperamental aspects, like emotionality, or the horse’s reactivity towards humans in handling situations, the learning ability of the horse is another relevant personality trait. In the present study 39 young horses (Dutch Warmblood) were tested repeatedly in two learning tests to study whether differences in learning performance are consistent over time and whether individual learning performance differs between learning tests or is affected by emotionality. An aversive stimulus was used in one learning test (the avoidance learning test) and a reward was used in the other learning test (the reward learning test). During both learning tests behaviour as well as heart rate were measured. Each test was done twice when horses were 1 year of age, and twice when they were 2 years of age. In addition, half of the horses received additional physical training from 6 months onwards. In both tests horses could be classified as either performers, i.e. completing the daily session, or as non-performers, i.e. returning to the home environment without having completed the daily session. There were some indications that emotionality might have caused non-performing behaviour, but these indications are not convincing enough to exclude other causes. Horses revealed consistent individual learning performances within years in both tests, and in the avoidance learning test also between years. There was no significant correlation between learning performances in the avoidance learning test and the learning performances in the reward learning test. It is concluded that individual learning abilities are consistent over a short time interval for an avoidance learning test and a reward learning test and over a longer time for the avoidance learning test. Furthermore, results indicate that some horses perform better when they have to learn to avoid an aversive stimulus while others perform better when they are rewarded after a correct response. It is suggested that these differences may be relevant to design optimal individual training programmes and methods.