The influence of selected discrete emotions on socialization-related learning and perception of workplace adaptation was examined in an exploratory study. Data were collected from 233 service workers in 4 small and medium-sized companies in metropolitan Washington, D.C. The sample members' average age was 32.5 years, and the sample's racial makeup reflected that of the surrounding community. The Workplace Adaptation Questionnaire was used to measure perception of workplace adaptation, and the State-Trait Personality Inventory was used to measure curiosity, anxiety, and anger. Basic demographic data (age, gender, and race) were also collected. The study substantiated the hypothesis that emotions contribute meaningfully to socialization-related learning processes and perception of workplace adaptation. Gender, job satisfaction, anger, and curiosity all proved to be positive, independent predictors of socialization-related learning and workplace adaptation. Anxiety was an independent, negative predictor. Age, race, formal orientation, employee status, and rapidly changing workplace were not significant predictors. Job satisfaction was concluded to be not only an outcome of the socialization process but also a significant factor in the socialization process itself. The study results suggested that models of socialization-related learning and workplace adaptation are useful for discerning the relevance of selected demographic, background, emotion, and learning motivation variables in the socialization process and workplace adaptation. (Contains 29 references.) (MN)