The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were moderately to strongly correlated with reading skill. In contrast, these outcomes only weakly correlated with learning orientation (LO) and were unrelated to either Grit or performance orientation (PO). Further, regression analyses indicated that none of the noncognitive traits predicted learning gains. We open the discussion of these findings in the context of theoretical perspectives, construct validity and reliability, and large scale assessment.