Previous studies with university students have shown that resource interdependence during cooperative dyadic work on texts produces two different dynamics in student interaction and learning. Working on complementary information produces positive interactions, but a good quality of information transmission is needed to foster student learning. Working on identical information produces a confrontation of viewpoints but also encourages a threatening social comparison of competence, which can be detrimental for learning. The aim of present study is to test the moderating role of a partner’s competence in two peer-learning methods by manipulating a partner’s competence through a confederate. Results indicate that a partner’s competence is beneficial when students work on complementary information while it is detrimental when students work on identical information.