Work on socio-cognitive conflict has shown that confrontations can benefit learning when conflict is regulated in an epistemic manner, but can hinder learning when conflict is merely relational. The present research links this line of research to the work on peer learning, that has indicated that the climate is cooperative and the partner's competence can be beneficial when working on complementary information, whereas the climate is competitive and partner's competence is detrimental when working on identical information. Two studiesshowed that student confrontations during peer learning can be beneficial when working on complementary information, but detrimental when working on identical information.