Classroom instructors regularly incorporate competitive activities into classroom instruction to increase student engagement and interest. However, research has identified negative impacts associated with competition in the classroom, bringing the efficacy of these activities into question. Further complicating the question of efficacy is the potential impacts of individual differences in preference for competition during these activities. This study examines whether a competitive classroom activity using Kahoot differentially impacted competitive and noncompetitive undergraduate students. Results indicated there were no meaningful differences in learning outcomes or metacognitive monitoring performance when comparing students with high and low competitiveness. Both groups reported similar levels of interest and motivation as well. As instructors search for ways to keep learners engaged, it is important to note that students in the current study who report low competitiveness were not adversely impacted by the incorporation of constructive competitive instructional approaches in classrooms. Additionally, all students reported enjoying the Kahoots throughout the entire semester, supporting their utility in the classroom.