The process through which an employee learns and adapts to a new position in an organization is often referred to as organizational socialization. Failure to provide employees with adequate socialization has been linked to negative behaviors, unmet expectations and higher levels of turnover. One of the most common ways to socialize new employees is through socialization training programs that provide a wealth of information about the job, work environment, and broader organization. Despite the documented importance of socialization, and the widespread use of socialization training programs, the effectiveness of socialization training has received relatively little research attention. The current study attempts to answer calls to integrate previous research to propose a more effective socialization training program. Using a sample of college-age, part-time workers at a university childcare center, half of the center's new employees received the center's standard orientation program consisting of organization and task information. The other half received additional training that provided role information as well as other job-relevant socialization material. Independent samples t-tests were then utilized to assess group differences in mean levels of training satisfaction, role clarity, motivation to learn, and performance at a later date to see if increased amounts of socialization-relevant information provided during orientation helped to facilitate the ongoing socialization process. While results of the analyses yielded no significant differences between groups, the experimental condition did show elevated levels of role clarity and motivation to learn. These outcomes also had medium to large effect sizes. Interpretation of these results, however, are clouded by the use of a small sample size that may have limited the study's ability to detect group differences, as well as a somewhat incomplete presentation of the experimental content by center training staff. These limitations make it difficult to draw solid conclusions from the study's findings. Future studies looking to expand on the current research would benefit from utilizing a sample large enough to provide the statistical power needed to detect group differences. A stronger, better-controlled manipulation may also help to clarify the effect role information has when provided during an orientation program. Finally, as the current study utilized a part-time, low complexity position, future research may also seek to investigate how role information might affect similar outcomes for jobs with varying levels of complexity and commitment.