To create and maintain a high-quality paraprofessional program, administrators would benefit from knowing characteristics of successful paraprofessionals. This study examined the educational effectiveness of paraprofessionals and compared paraprofessional teaching style and personality type with their program effectiveness. Results indicate that there are associations among these variables and the level of positive behavioral change in participants. Participants working with paraprofessionals whose Myers-Briggs type indicator scores fell in the E (Extraversion), S (Sensing), T (Thinking), and J (Judging) ranges and participants working with paraprofessionals scoring in the teacher-centered range of the Principles of Adult Learning Scale were more likely to report higher levels of positive behavior change. Information from this study can guide and direct personnel and training decisions and enhance programs of organizations that utilize the paraprofessional model for education delivery.